activities including lectures: Topics by Science.gov

Sample records for activities including lectures

Flipped classroom or an active lecture?

PubMed

Pickering, James D; Roberts, David J H

2018-01-01

Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidence-base, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.
Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.
Forum: The Lecture and Student Learning. Lecture and Active Learning as a Dialectical Tension

ERIC Educational Resources Information Center

Mallin, Irwin

2017-01-01

Lecture remains a valuable tool in the student learning toolbox--one that at its best helps students unpack what they read for class, place course material in context, and see how a subject matter expert solves problems. It may be useful to think of lecture and active learning as a dialectical tension satisfied by the interactive lecture. Just as…
Active learning of introductory optics: real-time physics labs, interactive lecture demonstrations and magic

NASA Astrophysics Data System (ADS)

Sokoloff, David R.

2005-10-01

Widespread physics education research has shown that most introductory physics students have difficulty learning essential optics concepts - even in the best of traditional courses, and that well-designed active learning approaches can remedy this problem. This mini-workshop and the associated poster session will provide direct experience with methods for promoting students' active involvement in the learning process in lecture and laboratory. Participants will have hands-on experience with activities from RealTime Physics labs and Interactive Lecture Demonstrations - a learning strategy for large (and small) lectures, including specially designed Optics Magic Tricks. The poster will provide more details on these highly effective curricula.
Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures

PubMed Central

Lom, Barbara

2012-01-01

The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader’s theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor’s specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences. PMID:23494568
Using Online Lectures to Make Time for Active Learning

PubMed Central

Prunuske, Amy J.; Batzli, Janet; Howell, Evelyn; Miller, Sarah

2012-01-01

To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students’ understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material. PMID:22714412
Overhauling Technical Handouts for Active Student Participation: A Model for Improving Lecture Efficiency and Increasing Attendance

ERIC Educational Resources Information Center

Jakee, Keith

2011-01-01

This instructional paper is intended to provide an alternative approach to developing lecture materials, including handouts and PowerPoint slides, successfully developed over several years. The principal objective is to aid in the bridging of traditional "chalk and talk" lecture approaches with more active learning techniques, especially in more…
Promoting Student-Centered Active Learning in Lectures with a Personal Response System

ERIC Educational Resources Information Center

Gauci, Sally A.; Dantas, Arianne M.; Williams, David A.; Kemm, Robert E.

2009-01-01

We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of…
How we used two social media tools to enhance aspects of active learning during lectures.

PubMed

George, Daniel R; Dreibelbis, Tomi D; Aumiller, Betsy

2013-12-01

Medical education is evolving to include active learning approaches, yet some courses will remain lecture-based. Social media tools used by students may foster collaborative learning during lectures. We present preliminary results from a pilot study that integrated two 'social' technologies, Google Docs and SurveyMonkey, into 22 hour-long lectures for a course called "Social Influences on Health" attended by 154 students. At the conclusion of the semester, we reviewed student usage patterns with both technologies and collected data from students via course evaluations that included a standard Likert Scale. We used thematic analysis to identify emergent themes from evaluations. On average, students contributed 6 comments/questions to the Google Doc in each lecture, and 35 students participated in SurveyMonkey. Engagement with both technologies increased throughout the semester and no unprofessional incidents were observed. The mean student rating for integration of Google Docs and SurveyMonkey was 3.4 or "above average" (SD = 1.17). Thematic analysis identified perceived strengths of this approach as well as areas for improvement. Social media such as Google Docs and SurveyMonkey can facilitate interaction and provide students with control over content and flow of lecture-based courses, but educators must be mindful of practical and conceptual limitations.
A Delicate Balance: Integrating Active Learning into a Large Lecture Course

PubMed Central

Cotner, Sehoya H.; Baepler, Paul M.; Decker, Mark D.

2008-01-01

A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach. PMID:19047423
Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

NASA Astrophysics Data System (ADS)

Paulson, Donald R.

1999-08-01

Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.
Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

PubMed Central

Stoltzfus, Jon R.; Libarkin, Julie

2016-01-01

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. PMID:27909018
Gaining A Geological Perspective Through Active Learning in the Large Lecture Classroom

NASA Astrophysics Data System (ADS)

Kapp, J. L.; Richardson, R. M.; Slater, S. J.

2008-12-01

NATS 101 A Geological Perspective is a general education course taken by non science majors. We offer 600 seats per semester, with four large lecture sections taught by different faculty members. In the past we have offered optional once a week study groups taught by graduate teaching assistants. Students often feel overwhelmed by the science and associated jargon, and many are prone to skipping lectures altogether. Optional study groups are only attended by ~50% of the students. Faculty members find the class to be a lot of work, mainly due to the grading it generates. Activities given in lecture are often short multiple choice or true false assignments, limiting the depth of understanding we can evaluate. Our students often lack math and critical thinking skills, and we spend a lot of time in lecture reintroducing ideas students should have already gotten from the text. In summer 2007 we were funded to redesign the course. Our goals were to 1) cut the cost of running the course, and 2) improve student learning. Under our redesign optional study groups were replaced by once a week mandatory break out sessions where students complete activities that have been introduced in lecture. Break out sessions substitute for one hour of lecture, and are run by undergraduate preceptors and graduate teaching assistants (GTAs). During the lecture period, lectures themselves are brief with a large portion of the class devoted to active learning in small groups. Weekly reading quizzes are submitted via the online course management system. Break out sessions allow students to spend more time interacting with their fellow students, undergraduate preceptors, and GTAs. They get one on one help in break out sessions on assignments designed to enhance the lecture material. The active lecture format means less of their time is devoted to listening passively to a lecture, and more time is spent peer learning an interacting with the instructor. Completing quizzes online allows students
Evaluation of a faculty development program aimed at increasing residents' active learning in lectures.

PubMed

Desselle, Bonnie C; English, Robin; Hescock, George; Hauser, Andrea; Roy, Melissa; Yang, Tong; Chauvin, Sheila W

2012-12-01

Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Responses to the workshop questionnaire (n = 32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P = .02) and solicited justifications for answers (P = .01). A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.
Lectures in medical educaton: what students think?

PubMed

Mustafa, Tajammal; Farooq, Zerwa; Asad, Zunaira; Amjad, Rabbia; Badar, Iffat; Chaudhry, Abdul Majeed; Khan, Mohammad Amer Zaman; Rafique, Farida

2014-01-01

The volume of medical knowledge has increased exponentially and so has the need to improve the efficiency of current teaching practices.With increasing emphasis on interactive and problem based learning, the place of lectures in modern medical education has become a questionable issue. Objectives were to assess the perspective of undergraduate medical students regarding the role and effectiveness of lectures as a mode of instruction as well as the ways and means that can be employed to enhance the effectiveness of lectures. A cross sectional study was carried out among 2nd to final year medical students from five medical colleges including both private and public sector institutions. A total of 347 students participated by completing a structured questionnaire. Data was analyzed using SPSS-17. Sixty seven percent students considered lectures as a useful mode of instruction (47% males and 77% females), whereas 83% of the students reported that clinical sessions were superior to lectures because of small number of students in clinical sessions, active student participation, enhanced clinical orientation, and interaction with patients. About 64% responded that lectures should be replaced by clinical sessions. Majority of the students (92%) reported not being able to concentrate during a lecture beyond 30 minutes, whereas 70% skipped lectures as they were boring. A significantly greater proportion of male respondents, students from clinical years, and those who skipped lectures, considered lectures to be boring, a poor utilization of time and resources, and could not concentrate for the full duration of a lecture compared to females, students from preclinical years, and those who do not skip lectures, respectively. Lecturing techniques need to be improvised. The traditional passive mode of instruction has to be replaced with active learning and inquiry based approach to adequately utilize the time and resources spent on lectures.
The Web-Lecture - a viable alternative to the traditional lecture format?

NASA Astrophysics Data System (ADS)

Meibom, S.

2004-12-01

Educational research shows that students learn best in an environment with emphasis on teamwork, problem-solving, and hands-on experience. Still professors spend the majority of their time with students in the traditional lecture-hall setting where the combination of large classes and limited time prevents sufficient student-teacher interaction to foster an active learning environment. Can modern computer technology be used to provide "lecture-type" information to students via the World Wide Web? If so, will that help professors make better and/or different use of their scheduled time with the students? Answering these questions was the main motivation for the Extra-Solar Planet Project. The Extra-Solar Planet Project was designed to test the effectiveness of a lecture available to the student on the World Wide Web (Web-Lecture) and to engage the students in an active learning environment were their use the information presented in the Web-Lecture. The topic of the Web-Lecture was detection of extra-solar planets and the project was implemented into an introductory astronomy course at University of Wisconsin Madison in the spring of 2004. The Web-Lecture was designed to give an interactive presentation of synchronized video, audio and lecture notes. It was created using the eTEACH software developed at the University of Wisconsin Madison School of Engineering. In my talk, I will describe the project, show excerpts of the Web-Lecture, and present assessments of student learning and results of student evaluations of the web-lecture format.
Active learning in the lecture theatre using 3D printed objects.

PubMed

Smith, David P

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme's active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.
Active learning in the lecture theatre using 3D printed objects

PubMed Central

Smith, David P.

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student. PMID:27366318
Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces.

PubMed

Stoltzfus, Jon R; Libarkin, Julie

2016-01-01

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP-type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP-type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. © 2016 J. R. Stoltzfus and J. Libarkin. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
The strategic use of lecture recordings to facilitate an active and self-directed learning approach.

PubMed

Topale, Luminica

2016-08-12

New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students' perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Findings revealed that recorded lectures had little influence on students' choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. This study was a useful investigation into how the availability of lecture capture technology influenced medical students' study behaviors and how students were making valuable use of the technology as an active learning tool.

Laboratory Activity Worksheet to Train High Order Thinking Skill of Student on Surface Chemistry Lecture

NASA Astrophysics Data System (ADS)

Yonata, B.; Nasrudin, H.

2018-01-01

A worksheet has to be a set with activity which is help students to arrange their own experiments. For this reason, this research is focused on how to train students’ higher order thinking skills in laboratory activity by developing laboratory activity worksheet on surface chemistry lecture. To ensure that the laboratory activity worksheet already contains aspects of the higher order thinking skill, it requires theoretical and empirical validation. From the data analysis results, it shows that the developed worksheet worth to use. The worksheet is worthy of theoretical and empirical feasibility. This conclusion is based on the findings: 1) Assessment from the validators about the theoretical feasibility aspects in the category is very feasible with an assessment range of 95.24% to 97.92%. 2) students’ higher thinking skill from N Gain values ranges from 0.50 (enough) to 1.00 (high) so it can be concluded that the laboratory activity worksheet on surface chemistry lecture is empirical in terms of worth. The empirical feasibility is supported by the responses of the students in very reasonable categories. It is expected that the laboratory activity worksheet on surface chemistry lecture can train students’ high order thinking skills for students who program surface chemistry lecture.
Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

ERIC Educational Resources Information Center

Stoltzfus, Jon R.; Libarkin, Julie

2016-01-01

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well…
Do Pictures "Tell" a Thousand Words in Lectures? How Lecturers Vocalise Photographs in Their Presentations

ERIC Educational Resources Information Center

Hallewell, Madeline J.; Lackovic, Natasa

2017-01-01

This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers' speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in…
Finance Students' Experiences of Lecture-Based Active Learning Tasks

ERIC Educational Resources Information Center

McCullough, Kerry; Munro, Nicholas

2018-01-01

Consistent with current higher education concerns with student engagement and the student experience, this study explored third-year undergraduate Finance students' experiences of lecture-based active learning tasks. Finance students from the 2012 and 2014 cohorts from a South African university were invited to complete an anonymous questionnaire…
Interactive lecture demonstrations, active learning, and the ALOP project

NASA Astrophysics Data System (ADS)

Lakshminarayanan, Vasudevan

2011-05-01

There is considerable evidence from the physics education literature that traditional approaches are ineffective in teaching physics concepts. A better teaching method is to use the active learning environment, which can be created using interactive lecture demonstrations. Based on the active learning methodology and within the framework of the UNESCO mandate in physics education and introductory physics, the ALOP project (active learning in optics and photonics) was started in 2003, to provide a focus on an experimental area that is adaptable and relevant to research and educational conditions in many developing countries. This project is discussed in this paper.
Lecturers' Perception of Research Activities for Knowledge Production in Universities in Cross River State, Nigeria

ERIC Educational Resources Information Center

Uchendu, C. C.; Osim, R. O.; Odigwe, F. N.; Alade, F. N.

2014-01-01

This study examined lecturers' perception of research activities for knowledge production in universities in Cross River State, Nigeria. Two hypotheses were isolated to give direction to this investigation. 240 university lecturers were sampled from a population of 1,868 from the two universities in Cross River State, using stratified random…
Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes

ERIC Educational Resources Information Center

Smith, C. Veronica; Cardaciotto, LeeAnn

2011-01-01

Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…
Using Clickers to Facilitate Interactive Engagement Activities in a Lecture Room for Improved Performance by Students

ERIC Educational Resources Information Center

Tlhoaele, Malefyane; Hofman, Adriaan; Naidoo, Ari; Winnips, Koos

2014-01-01

What impact can interactive engagement (IE) activities using clickers have on students' motivation and academic performance during lectures as compared to attending traditional types of lectures? This article positions the research on IE within the comprehensive model of educational effectiveness and Gagné's instructional events model. For the…
Legends Lecture Series III

NASA Image and Video Library

2011-07-27

Marina Benigno (far right) at Stennis Space Center, welcomes former administrative assistants and secretaries to the third Legends Lecture Series session. Lecture participants spoke about their work experiences with Stennis directors and deputy directors. Panel participants included Janet Austill (l to r), Mary Lou Matthews, Helen Paul, Wanda Howard, Ann Westendorf and Mary Gene Dick. The Legends Lecture Series is part of a yearlong celebration of the 50th anniversary of Stennis Space Center.
10 Suggestions for Enhancing Lecturing

ERIC Educational Resources Information Center

Heitzmann, Ray

2010-01-01

Criticism of the lecture method remains a staple of discussion and writing in academia--and most of the time it's deserved! Those interested in improving this aspect of their teaching might wish to consider some or all of the following suggestions for enhancing lectures. These include: (1) Lectures must start with a "grabber"; (2)…
Goals and design of public physics lectures: perspectives of high-school students, physics teachers and lecturers

NASA Astrophysics Data System (ADS)

Kapon, S.; Ganiel, U.; Eylon, B.

2009-09-01

Many large scientific projects and scientific centres incorporate some kind of outreach programme. Almost all of these outreach programmes include public scientific lectures delivered by practising scientists. In this article, we examine such lectures from the perspectives of: (i) lecturers (7) who are practising scientists acknowledged to be good public lecturers and (ii) audiences composed of high-school students (169) and high-school physics teachers (80) who attended these lectures. We identify and discuss the main goals as expressed by the lecturers and the audiences, and the correspondence between these goals. We also discuss how the lecturers' goals impact on the design of their lectures and examine how the lecture affects audiences with different attitudes towards (and interests in) physics. Our findings suggest that the goals of the participating lecturers and the expectations of their audiences were highly congruent. Both believe that a good public scientific lecture must successfully communicate state-of-the-art scientific knowledge to the public, while inspiring interest in and appreciation of science. Our findings also suggest that exemplary public scientific lectures incorporate content, structure and explanatory means that explicitly adhere to the lecturers' goals. We identify and list several design principles.
Student responses to a hands-on kinesthetic lecture activity for learning about the oxygen carrying capacity of blood.

PubMed

Breckler, Jennifer; Yu, Justin R

2011-03-01

This article describes a new hands-on, or "kinesthetic," activity for use in a physiology lecture hall to help students comprehend an important concept in cardiopulmonary physiology known as oxygen carrying capacity. One impetus for designing this activity was to address the needs of students who have a preference for kinesthetic learning and to help increase their understanding and engagement during lecture. This activity uses simple inexpensive materials, provides an effective model for demonstrating related pathophysiology, and helps promote active learning. The activity protocol and its implementation are described here in detail. We also report data obtained from student surveys and assessment tools to determine the effectiveness of the activity on student conceptual learning and perceptions. A brief multiple-choice pretest showed that although students had already been introduced to the relevant concepts in lecture, they had not yet mastered these concepts before performing the activity. Two postactivity assessments showed that student performance was significantly improved on the posttest compared with the pretest and that information was largely retained at the end of the course. Survey data showed that one-half of the students stated kinesthetic learning as among their learning preferences, yet nearly all students enjoyed and were engaged in this hands-on kinesthetic activity regardless of their preferences. Most students would recommend it to their peers and expressed a desire for more kinesthetic learning opportunities in the lecture curriculum.
Nursing students' attitudes to biomedical science lectures.

PubMed

Al-Modhefer, A K; Roe, S

To explore what first-year nursing students believe to be the preferred characteristics of common foundation programme biomedical science lecturers, and to investigate whether students prefer active or passive learning. Survey and interview methodologies were used to explore the attitudes of a cohort of first-year nursing students at Queen's University Belfast. Questionnaires were distributed among 300 students. Individuals were asked to select five of a list of 14 criteria that they believed characterised the qualities of an effective lecturer. Informal interviews were carried out with five participants who were randomly selected from the sample to investigate which teaching methods were most beneficial in assisting their learning. Nursing students favoured didactic teaching and found interactivity in lectures intimidating. Students preferred to learn biomedical science passively and depended heavily on their instructors. In response to the survey, the authors propose a set of recommendations to enhance the learning process in large classes. This guidance includes giving clear objectives and requirements to students, encouraging active participation, and sustaining student interest through the use of improved teaching aids and innovative techniques.
A Simple and Effective Protein Folding Activity Suitable for Large Lectures

ERIC Educational Resources Information Center

White, Brian

2006-01-01

This article describes a simple and inexpensive hands-on simulation of protein folding suitable for use in large lecture classes. This activity uses a minimum of parts, tools, and skill to simulate some of the fundamental principles of protein folding. The major concepts targeted are that proteins begin as linear polypeptides and fold to…
The interrupted learner: How distractions during live and video lectures influence learning outcomes.

PubMed

Zureick, Andrew H; Burk-Rafel, Jesse; Purkiss, Joel A; Hortsch, Michael

2017-11-27

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in "non-lecture activities" (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities-whether live or recorded-can have an important impact on learning outcomes. Anat Sci Educ 00: 000-000. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.
The Colloqution Module: Remedy for Somnifacient Lectures.

ERIC Educational Resources Information Center

Pultorak, Robert W.

1985-01-01

A "colloqution module" (an instructional unit/strategy used in a conversation) consists of a reading assignment and a series of questions/activities. The strategy is suggested as an alternative to the lecture method. A sample module on insecticides (together with design information and advantages/disadvantages) is included. (DH)
Lecture-Capture Software and the Teaching of Soils

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2014-05-01

Several companies now offer software that can record academic lectures and place them on password-protected course websites for future review by students. Using lecture-capture software offers several advantages for the instructor and the students, including: 1) The ability for students who miss class for legitimate reasons (e.g., participation in school-sanctioned extra-curricular activities, illness or family emergencies) to get lecture materials by logging into the class website. This provides these students with a more complete exposure to the material than simply copying a classmate's notes. 2) The instructor is able to direct students who miss class for legitimate reasons to the recorded lecture rather than needing to spend time going over the material with those students and that recap does not end up being rushed. 3) The ability to address course conflicts for graduating seniors by allowing them to take the lecture portion of the class via recorded lecture. 4) Students who desire more in-depth learning are able to go back to selected portions of previous lectures to review and reconsider a topic of discussion or to fill in vague sections of their notes. There are also potential disadvantages to the use of lecture-capture software, including: 1) decreased student attendance in class because they feel they can watch class later at a time of their own choosing, 2) additional time spent by the instructor dealing with the technology, and 3) problems with hardware or software during class time that prevents recording a given day's lecture. These problems can often be addressed or justified relatively easily. If problem 1 is of concern to an instructor it can be addressed by blocking online access to individual students who have a poor record of class attendance. In the case of problem 2, the extra time spent with the technology is often offset by a reduction in time answering questions from students who have missed class. Problem 3 does happen, but in the author
A lecture on lecturing.

PubMed

Calnan, J

1976-11-01

There are major differences between a lecture and a paper for publication. Often the printed word is spoken at meetings, a kind of compulsive public reading which has robbed the lecturer of the chance of oratory and the audience of a little enjoyment. The simple fact is that although doctors read aloud badly (actors do this far better) most can learn to speak spontaneolsly and with animation; but this requires time and effort, both of which are donated in a miserly way. The successful lecturer is generous and considerate of his audience--a rare being at medical meetings.
45 CFR 73.735-706 - Teaching, lecturing, and speechmaking.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 1 2010-10-01 2010-10-01 false Teaching, lecturing, and speechmaking. 73.735-706... OF CONDUCT Outside Activities § 73.735-706 Teaching, lecturing, and speechmaking. (a) Employees are encouraged to engage in teaching and lecturing activities which are not part of their official duties when...
A New Comparison of Active Learning Strategies to Traditional Lectures for Teaching College Astronomy

ERIC Educational Resources Information Center

LoPresto, Michael C.; Slater, Timothy F.

2016-01-01

Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning…

Examining the Affects of Student Multitasking with Laptops during the Lecture

ERIC Educational Resources Information Center

Kraushaar, James M.; Novak, David C.

2010-01-01

This paper examines undergraduate student use of laptop computers during a lecture-style class that includes substantial problem-solving activities and graphic-based content. The study includes both a self-reported use component collected from student surveys as well as a monitored use component collected via activity monitoring…
Making large class basic histology lectures more interactive: The use of draw-along mapping techniques and associated educational activities.

PubMed

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2015-01-01

At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would focus students during large class lectures. After each lecture on three basic histology tissues, a guided draw-along mapping session covering the work from the lecture was introduced in the form of a click-advance PowerPoint presentation which was used to demonstrate the unfolding of an "ideal" map. The lecturer simultaneously drew a similar map using an overhead projector allowing the students to draw their own maps on blank sheets of paper along with the lecturer. Students remained attentive during the activity and many participated in answering informal questions posed by the lecturer as the map-making session progressed. After the last session, students completed an anonymous, voluntary questionnaire (response rate of 78%). The majority of students found the draw-along maps useful (94%) and believed that its use should be continued in the future (93%). A significant increase (P < 0.001) was found in the test results of student cohorts who were given the current intervention compared to cohorts from previous years who were given mind maps as handouts only or had no intervention. The use of the draw-along mapping sessions were successful in focusing students during large class lectures while also providing them with a useful tool for their studies. © 2015 American Association of Anatomists.
Why do students miss lectures? A study of lecture attendance amongst students of health science.

PubMed

Bati, A Hilal; Mandiracioglu, Aliye; Orgun, Fatma; Govsa, Figen

2013-06-01

In the domain of health sciences, attendance by students at lectures is more critical. Lecture attendance is an issue which has been widely neglected. This study aims to determine those factors which affect the lecture attendance. The research data was collected by means of a questionnaire during the second semester of the academic year 2010-2011 from second-year students of the Faculties of Medicine, Pharmacy, Dentistry and Nursing. Together with demographic data, the questionnaire includes a Likert-type scale aiming to determine the factors influencing attendance at lectures. 663 participated in this study on a voluntary basis from Medical, Dentistry, Pharmacy and Nursing Faculties. Raising attainment levels, being able to take their own lecture notes, learning which aspects of the lecture content were being emphasized, and the opportunity to ask questions were amongst the chief reasons for attending lectures. It appears that the factors preventing students from attending lectures are mainly individual. Amongst the most frequently cited causes of non-attendance, sleeplessness, ill health and the inefficiency of lectures in overcrowded halls are emphasized. In the totals and sub-dimensions of the Lecture Attendance Scale, Medical Faculty students have average scores higher than those of students at other faculties. The vital nature of professional expertise and its applications, health sciences students' attendance at lectures carries greater importance. It is important to strengthen the mentoring system with regard to individual and external factors, which have been implicated as having a substantial influence on lecture attendance by students. Copyright © 2012 Elsevier Ltd. All rights reserved.
An Analysis of Female Lecturers' Participation in Civil Engineering Research and Development Activities at One Polytechnic in Zimbabwe

ERIC Educational Resources Information Center

Chikuvadze, Pinias; Matswetu, Vimbai Sharon; Mugijima, Samuel

2015-01-01

This study sought to explore female lecturers' participation in civil engineering research and development activities at one polytechnic in Zimbabwe. Case study design was chosen for this study to make predictions, narration of events, comparisons and drawing of conclusions. The female lecturers were purposively sampled to participate in the…
Lecture Alternatives in Teaching English.

ERIC Educational Resources Information Center

Judy, Stephen, Ed.

The five sections of the document are: General Discussion; Classroom Experiences; Evaluation and Non-Lecture Teaching; A Closing Note; and Appendix. The ten papers presented are as follows: "Lecture Alternatives and the English Class" by Stephen Judy; "Let's See How it Goes: A View of the Teacher as Manager of Student-Initiated Activities" by…
Interactive Engagement in the Large Lecture Environment

NASA Astrophysics Data System (ADS)

Dubson, Michael

Watching a great physics lecture is like watching a great piano performance. It is can be inspiring, and it can give you insights, but it doesn't teach you to play piano. Students don't learn physics by watching expert professors perform at the board; they can only learn by practicing it themselves. Learning physics involves high-level thinking like formulating problem-solving strategies or explaining concepts to other humans. Learning is always messy, involving struggle, trial-and-error, and paradigm shifts. That learning struggle cannot be overcome with a more eloquent lecture; it can only be surmounted with prolonged, determined, active engagement by the student. I will demonstrate some techniques of active engagement, including clicker questions and in-class activities, which are designed to activate the student's higher-level thinking, get them actively involved in their learning, and start them on the path of productive struggle. These techniques are scalable; they work in classrooms with 30 or 300 students. This talk about audience participation will involve audience participation, so please put down your phone and be ready for a challenge.
Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed Central

Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-01-01

Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012
Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed

Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-02-21

The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.
Legends Lecture Series III

NASA Image and Video Library

2011-07-27

Marina Benigno (far right) at Stennis Space Center, welcomes former administrative assistants and secretaries to the third Legends Lecture Series session. Lecture participants spoke about their work experiences with Stennis directors and deputy directors. Panel participants included Janet Austill (l to r), Mary Lou Matthews, Helen Paul, Wanda Howard, Ann Westendorf and Mary Gene Dick. Austill, Howard and Westendorf all worked with center directors during their Stennis careers. Dick, Matthews and Paul served with deputy directors at Stennis. The Legends Lecture Series is part of a yearlong celebration of the 50th anniversary of Stennis Space Center.
Exploring Tablet PC Lectures: Lecturer Experiences and Student Perceptions in Biomedicine

ERIC Educational Resources Information Center

Choate, Julia; Kotsanas, George; Dawson, Phillip

2014-01-01

Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based…
FísicActiva: Applying Active Learning Strategies to a Large Engineering Lecture

ERIC Educational Resources Information Center

Auyuanet, Adriana; Modzelewski, Helena; Loureiro, Silvia; Alessandrini, Daniel; Míguez, Marina

2018-01-01

This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers.…
Exploring medical student decisions regarding attending live lectures and using recorded lectures.

PubMed

Gupta, Anmol; Saks, Norma Susswein

2013-09-01

Student decisions about lecture attendance are based on anticipated effect on learning. Factors involved in decision-making, the use of recorded lectures and their effect on lecture attendance, all warrant investigation. This study was designed to identify factors in student decisions to attend live lectures, ways in which students use recorded lectures, and if their use affects live lecture attendance. A total of 213 first (M1) and second year (M2) medical students completed a survey about lecture attendance, and rated factors related to decisions to attend live lectures and to utilize recorded lectures. Responses were analyzed overall and by class year and gender. M1 attended a higher percentage of live lectures than M2, while both classes used the same percentage of recorded lectures. Females attended more live lectures, and used a smaller percentage of recorded lectures. The lecturer was a key in attendance decisions. Also considered were the subject and availability of other learning materials. Students use recorded lectures as replacement for live lectures and as supplement to them. Lectures, both live and recorded, are important for student learning. Decisions about lecture placement in the curriculum need to be based on course content and lecturer quality.
Experiences of using an interactive audience response system in lectures

PubMed Central

Uhari, Matti; Renko, Marjo; Soini, Hannu

2003-01-01

Background Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected. Methods Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course. Results Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier. Conclusions The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing. PMID:14678571
Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

ERIC Educational Resources Information Center

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-01-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: "Studio 1.00" that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a…
Memory for Lectures: How Lecture Format Impacts the Learning Experience

PubMed Central

Varao-Sousa, Trish L.; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235
Memory for Lectures: How Lecture Format Impacts the Learning Experience.

PubMed

Varao-Sousa, Trish L; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.
Problem-based learning within endocrine physiology lectures.

PubMed

Walters, M R

2001-12-01

Methods were needed to improve the interest of medical students in the 10-lecture Endocrine Physiology block at the end of the second semester of study. Other incentives for improvement included the possibility of attracting students into endocrine research electives and the pressure to improve teaching approaches that results from the high tuition they pay. The principal approach adopted was that of whole class problem-based learning sessions (PBLS) in which the lecture period begins with a brief overview of one to three simplified cases, followed by the usual didactic lecture. At the end of the lecture, each PBL case is read in detail, with several questions posed to the students. Their answers are then used to reinforce concepts from the lecture material. This method can also provide some continuity between lectures, either by using a case in several lectures to illustrate different points, or by posing a question at the beginning of class that illustrates a point from the prior lecture. The outcome of this approach has been very successful: student evaluations of the lecture block and their attendance have significantly improved.
Delivering Science to Large Audiences: Experiments in Active Learning and Public Lectures at the University of Michigan

NASA Astrophysics Data System (ADS)

McKay, T.

1999-12-01

The problem of disseminating scientific knowledge to the broader community in an effective and efficient way is always with us. At the University of Michigan we have been addressing this problem in several ways. Every year we teach introductory physics to about 3000 students. We believe that, in addition to a pedagogical responsibility, this is an important opportunity for outreach. We report on a variety of approaches to active learning in large lecture classes which are aimed at aiding student comprehension of conceptual material. These have the side affect of improving their general impression of science. In addition to the traditional classroom, we have also engaged in a broader outreach program through the Saturday Morning Physics lecture series, which through a combination of programming and advertising draws audiences of 250 a week to 15 weeks of lectures on topics of current research. We conclude with some general observations about the relation between the success of these public lectures and our large lecture classes. This work is supported by a CAREER award from the National Science Foundation, the University of Michigan, and the Ted Annis Foundation.
FísicActiva: applying active learning strategies to a large engineering lecture

NASA Astrophysics Data System (ADS)

Auyuanet, Adriana; Modzelewski, Helena; Loureiro, Silvia; Alessandrini, Daniel; Míguez, Marina

2018-01-01

This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses.
Taxonomy of Lecture Note-Taking Skills and Subskills

ERIC Educational Resources Information Center

Al-Musalli, Alaa M.

2015-01-01

Note taking (NT) in lectures is as active a skill as listening, which stimulates it, and as challenging as writing, which is the end product. Literature on lecture NT misses an integration of the processes involved in listening with those in NT. In this article, a taxonomy is proposed of lecture NT skills and subskills based on a similar list…

Forum: The Lecture and Student Learning. Sound Decision Making about the Lecture's Role in the College Classroom

ERIC Educational Resources Information Center

Waldeck, Jennifer H.; Weimer, Maryellen

2017-01-01

College instructors use lecture and its current counterpoint--active learning--widely and often rely on both strategies, but the question of which best promotes student learning has become a debate that ignores the fact that learning can result from both. Students still listen to and learn from lectures. They pass exams, obtain degrees, and…
Explicit constructivism: a missing link in ineffective lectures?

PubMed

Prakash, E S

2010-06-01

This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my university was randomized to two groups to receive one of two types of lectures, "typical" lectures (n = 28, 18 women and 10 men) or "constructivist" lectures (n = 26, 19 women and 7 men), on the same topic: the regulation of respiration. Student pretest scores in the two groups were comparable (P > 0.1). Students that received the constructivist lectures did much better in the posttest conducted immediately after the lectures (6.8 +/- 3.4 for constructivist lectures vs. 4.2 +/- 2.3 for typical lectures, means +/- SD, P = 0.004). Although both types of lectures were well received, students that received the constructivist lectures appeared to have been more satisfied with their learning experience. However, on a posttest conducted 4 mo later, scores obtained by students in the two groups were not any different (6.9 +/- 3 for constructivist lectures vs. 6.9 +/- 3.7 for typical lectures, P = 0.94). This study adds to the increasing body of evidence that there is a case for the use of interactive lectures that make the construction of knowledge and understanding explicit, easy, and enjoyable to learners.
A comparison of traditional and engaging lecture methods in a large, professional-level course.

PubMed

Miller, Cynthia J; McNear, Jacquee; Metz, Michael J

2013-12-01

In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, P < 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, P < 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students.
Live lecture versus video-recorded lecture: are students voting with their feet?

PubMed

Cardall, Scott; Krupat, Edward; Ulrich, Michael

2008-12-01

In light of educators' concerns that lecture attendance in medical school has declined, the authors sought to assess students' perceptions, evaluations, and motivations concerning live lectures compared with accelerated, video-recorded lectures viewed online. The authors performed a cross-sectional survey study of all first- and second-year students at Harvard Medical School. Respondents answered questions regarding their lecture attendance; use of class and personal time; use of accelerated, video-recorded lectures; and reasons for viewing video-recorded and live lectures. Other questions asked students to compare how well live and video-recorded lectures satisfied learning goals. Of the 353 students who received questionnaires, 204 (58%) returned responses. Collectively, students indicated watching 57.2% of lectures live, 29.4% recorded, and 3.8% using both methods. All students have watched recorded lectures, and most (88.5%) have used video-accelerating technologies. When using accelerated, video-recorded lecture as opposed to attending lecture, students felt they were more likely to increase their speed of knowledge acquisition (79.3% of students), look up additional information (67.7%), stay focused (64.8%), and learn more (63.7%). Live attendance remains the predominant method for viewing lectures. However, students find accelerated, video-recorded lectures equally or more valuable. Although educators may be uncomfortable with the fundamental change in the learning process represented by video-recorded lecture use, students' responses indicate that their decisions to attend lectures or view recorded lectures are motivated primarily by a desire to satisfy their professional goals. A challenge remains for educators to incorporate technologies students find useful while creating an interactive learning culture.
Classical Electrodynamics: Lecture notes

NASA Astrophysics Data System (ADS)

Likharev, Konstantin K.

2018-06-01

Essential Advanced Physics is a series comprising four parts: Classical Mechanics, Classical Electrodynamics, Quantum Mechanics and Statistical Mechanics. Each part consists of two volumes, Lecture notes and Problems with solutions, further supplemented by an additional collection of test problems and solutions available to qualifying university instructors. This volume, Classical Electrodynamics: Lecture notes is intended to be the basis for a two-semester graduate-level course on electricity and magnetism, including not only the interaction and dynamics charged point particles, but also properties of dielectric, conducting, and magnetic media. The course also covers special relativity, including its kinematics and particle-dynamics aspects, and electromagnetic radiation by relativistic particles.
Embedding a Virtual Patient Simulator in an Interactive Surgical lecture.

PubMed

Kleinert, Robert; Plum, Patrick; Heiermann, Nadine; Wahba, Roger; Chang, De-Huan; Hölscher, Arnulf H; Stippel, Dirk L

2016-01-01

Lectures are traditionally used for teaching declarative knowledge. One established tool for clinical education is the demonstration of a real patient. The use of real patients in the daily clinical environment is increasingly difficult. The use of a virtual patient simulator (VPS) can potentially circumvent these problems. Unlimited availability and the opportunity of an electronic feedback system could possibly enrich traditional lectures by enabling more interactivity that meets the expectations of the current student generation. As students face the consequences of their own decisions they take a more active role in the lecture. VPS links declarative knowledge with visual perception that is known to influence students' motivation. Until now, there have been no reports covering the usage and validation of interactive VPS for supporting traditional lectures. In this study, we (1) described the development of a custom-made three-dimensional (3D) VPS for supporting the traditional lecture and (2) performed a feasibility study including an initial assessment of this novel educational concept. Conceptualization included definition of curricular content, technical realization and validation. A custom-made simulator was validated with 68 students. The degree of student acceptance was evaluated. Furthermore, the effect on knowledge gain was determined by testing prelecture and postlecture performance. A custom-made simulator prototype that displays a 3D virtual clinic environment was developed and linked to a PowerPoint presentation. Students were able to connect to the simulator via electronic devices (smartphones and tablets) and to control the simulator via majority vote. The simulator was used in 6 lectures and validated in 2 lectures with 68 students each. Student acceptance and their opinion about effectiveness and applicability were determined. Students showed a high level of motivation when using the simulator as most of them had fun using it. Effect on
Transforming a large-class lecture course to a smaller-group interactive course.

PubMed

Persky, Adam M; Pollack, Gary M

2010-11-10

To transition a large pharmacokinetics course that was delivered using a traditional lecture format into a smaller-group course with a discussion format. An e-book and Web-based multimedia learning modules were utilized to facilitate students' independent learning which allowed the number of classes they were required to attend to be reduced from 3 to 1 per week. Students were assigned randomly to 1 of 3 weekly class sessions. The majority of lecture time was replaced with active-learning activities including discussion, problem solving, and case studies to encourage higher-order learning. Changes in course delivery were assessed over a 4-year period by comparing students' grades and satisfaction ratings on course evaluations. Although student satisfaction with the course did not improve significantly, students preferred the smaller-group setting to a large lecture-based class. The resources and activities designed to shift responsibility for learning to the students did not affect examination grades even though a larger portion of examination questions focused on higher orders of learning (eg, application) in the smaller-group format. Transitioning to a smaller-group discussion format is possible in a pharmacokinetics course by increasing student accountability for acquiring factual content outside of the classroom. Students favored the smaller-class format over a large lecture-based class.
What Makes Lectures "Unmissable"? Insights into Teaching Excellence and Active Learning

ERIC Educational Resources Information Center

Revell, Andrea; Wainwright, Emma

2009-01-01

This research explores "teaching excellence" by examining the perceptions of geography academics and students at Brunel University as to what makes a lecture "unmissable". The findings from 10 interviews with lecturers and five focus groups with undergraduate students suggest that whilst there is probably no such thing as an…
The Lecture

ERIC Educational Resources Information Center

Chaudhury, S. Raj

2011-01-01

Academic lectures for the purpose of instruction maintain an important presence in most colleges and universities worldwide. This chapter examines the current state of the lecture and how learning sciences research can inform the most effective use of this method. The author presents evidence that the lecture can be an effective element of…
The newly-found Rheticus lectures.

NASA Astrophysics Data System (ADS)

Kraai, J.

This article discusses a hitherto unknown set of lectures presumably given by Georg Joachim Rheticus, and taken down by several students in Wittenberg. These lectures offer considerable insight into Rheticus' teaching activities shortly before the publication of De Revolutionibus (1543). The most salient aspects of this newly-found text may be summarized as follows: a) Rheticus was known among the students in Wittenberg as Joachimus Heliopolitanus, i.e. Joachim of the City of the Sun - a clear reference to Rheticus' stay in Frauenburg with Copernicus, b) Rheticus returned from his stay with Copernicus to Wittenberg for a short period of time in 1540 to fulfill his professorial obligations, and c) we have 155 folio pages which document Rheticus' introductory lectures on astronomy.
Who Goes to Lectures (and Does It Matter)?

ERIC Educational Resources Information Center

Birch, Elisa; Williams, Andrew

2015-01-01

Using a combination of survey and student record data from a first year university economics principles class, we look at the characteristics of students who are attending face-to-face lectures, versus those students who choose to view these same lectures via online lecture recordings. The survey includes the Biggs (2001) Revised Study Process…
Should Attendance Be Required in Lecture Classrooms in Dental Education? Two Viewpoints: Viewpoint 1: Attendance in the Lecture Classroom Should Be Required and Viewpoint 2: Attendance Should Not Be Required in the Lecture Classroom.

PubMed

Cutler, Christopher W; Parise, Mary; Seminario, Ana Lucia; Mendez, Maria Jose Cervantes; Piskorowski, Wilhelm; Silva, Renato

2016-12-01

This Point/Counterpoint discusses the long-argued debate over whether lecture attendance in dental school at the predoctoral level should be required. Current educational practice relies heavily on the delivery of content in a traditional lecture style. Viewpoint 1 asserts that attendance should be required for many reasons, including the positive impact that direct contact of students with faculty members and with each other has on learning outcomes. In lectures, students can more easily focus on subject matter that is often difficult to understand. A counter viewpoint argues that required attendance is not necessary and that student engagement is more important than physical classroom attendance. This viewpoint notes that recent technologies support active learning strategies that better engage student participation, fostering independent learning that is not supported in the traditional large lecture classroom and argues that dental education requires assimilation of complex concepts and applying them to patient care, which passing a test does not ensure. The two positions agree that attendance does not guarantee learning and that, with the surge of information technologies, it is more important than ever to teach students how to learn. At this time, research does not show conclusively if attendance in any type of setting equals improved learning or ability to apply knowledge.
The Lecture Is Dead Long Live the e-Lecture

ERIC Educational Resources Information Center

Folley, Duncan

2010-01-01

This research paper investigates if the traditional lecture is no longer appropriate for Neomillennial Learning Styles and whether an alternative blended approach could/should be used? Over the past decade the lecture as we know it, has gradually been under attack from constructivists, Twigg (1999) for example argues that the lecture is in the…
Explaining Students' Appraisal of Lectures and Student-Activating Teaching: Perceived Context and Student Characteristics

ERIC Educational Resources Information Center

Struyven, Katrien; Dochy, Filip; Janssens, Steven

2012-01-01

During lectures, some students are continuously focused and attentive, whereas others tend to be bored, jittery, or inattentive. The same might happen when students are given student-activating assignments. Some students simply love one type of instruction, whereas others tend to resent it. Moreover, it is not the context itself, but the context…
Lecturer on tour!

NASA Astrophysics Data System (ADS)

1998-11-01

Readers may recall the interview with Professor Peter Kalmus which appeared in the July issue of Physics Education and which indicated his latest role of lecturer for the 1998-9 Institute of Physics Schools and Colleges Lecture series. This year's lecture is entitled `Particles and the universe' and the tour was due to begin in St Andrews, Scotland, late in September. Professor Kalmus will be looking at various aspects of particle physics, quantum physics and relativity, and discussing how they reveal the secrets of the beginning of our universe. His own experience of working at CERN, the European centre for particle physics in Switzerland, as well as at other international research facilities will provide a unique insight into activity in one of the most exciting areas of physics. The talks are aimed at the 16-19 age group but members of the public are also welcome to attend. They will act as an opportunity to gain a sneak preview of the dynamic new topics that will soon feature in the A-level syllabus arising from the Institute's 16-19 project. Further details of attendance are available from the local organizers, a list of whom may be obtained from Catherine Wilson in the Education Department at the Institute of Physics, 76 Portland Place, London W1N 3DH (tel: 0171 470 4800, fax: 0171 470 4848). The published schedule (as of September) for the lecture series consists of the following: Dates
Online Lectures in Undergraduate Medical Education: Scoping Review.

PubMed

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia; Law, Marcus

2018-04-10

The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools-including online lectures-before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. ©Brandon Tang, Alon Coret, Aatif Qureshi, Henry Barron, Ana Patricia Ayala, Marcus Law. Originally published in JMIR Medical Education (http://mededu.jmir.org), 10.04.2018.
Characteristics of good mathematics lecturers based on students and lecturers perspectives

NASA Astrophysics Data System (ADS)

Hapsari, Trusti; Putri, Dian Permana; Raharjo, Jajo Firman

2017-05-01

This study aims to determine the characteristics of good mathematics lecturers based on students' and lecturers' perspectivesand compare the characteristics of good lecturers/ teachers which are in accordance with the findings of some previous studies and the theories. This study is survey study. The Data were collected through questionnaires and interview. The population consists of some mathematics students from the first level through the third level and some mathematics education lecturers of a private university in West Java. Qualitative analysis was undertaken to examine the results of questionnaires and interviews. The finding shows that the characteristic of good mathematics lecturers is inspiring. They can inspire other mathematics lecturers and educators in general. Based on the students and lecturers' perspective, some characteristics of good mathematics lecturers are mastering the materials well, being on time, being objective, understanding the students, presenting the materials with clearly, and being disciplined. Some other characteristic mentioned are: teaching eagerly, being unhurried, being friendly, giving exemplary and preparing the lesson well. These characteristics are not much different from the characteristics described by some previous researchers and some theories of experts, i.e. mastering the subject matters well, pedagogic, and work wholeheartedly.
Advice for New and Student Lecturers on Probability and Statistics

ERIC Educational Resources Information Center

Larsen, Michael D.

2006-01-01

Lecture is a common presentation style that gives instructors a lot of control over topics and time allocation, but can limit active student participation and learning. This article presents some ideas to increase the level of student involvement in lecture. The examples and suggestions are based on the author's experience as a senior lecturer for…
The Computer-based Lecture

PubMed Central

Wofford, Marcia M; Spickard, Anderson W; Wofford, James L

2001-01-01

Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of “live” versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation. PMID:11520384
Online Lectures in Undergraduate Medical Education: Scoping Review

PubMed Central

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia

2018-01-01

Background The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. Results In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. PMID:29636322

Do-It-Yourself Whiteboard-Style Physics Video Lectures

NASA Astrophysics Data System (ADS)

Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

2017-01-01

Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive instruction. To date, most video lectures are live lecture recordings or screencasts. The hand-animated "whiteboard" video is an alternative to these more common styles and affords unique creative opportunities such as stop-motion animation or visual "demonstrations" of phenomena that would be difficult to demo in a classroom. In the spring of 2013, a series of whiteboard-style videos were produced to provide video lecture content for Georgia Tech introductory physics instruction, including flipped courses and a MOOC. This set of videos (which also includes screencasts and live recordings) can be found on the "Your World is Your Lab" YouTube channel. In this article, we describe this method of video production, which is suitable for an instructor working solo or in collaboration with students; we explore students' engagement with these videos in a separate work. A prominent example of whiteboard animation is the "Minute Physics" video series by Henry Reich, whose considerable popularity and accessible, cartoony style were the original inspiration for our own video lectures.
Optional Student Use of Online Lecture Resources: Resource Preferences, Performance and Lecture Attendance

ERIC Educational Resources Information Center

Grabe, M.; Christopherson, K.

2008-01-01

One of the most common uses of a course management system in the on-campus environment is to offer lecture resources to students. Few researchers have investigated how students use such resources. This study considers student use of lecture resources that offer a representation of the lecture presented (i.e. lecture outline, lecture summary, audio…
Lectures on Dispersion Theory

DOE R&D Accomplishments Database

Salam, A.

1956-04-01

Lectures with mathematical analysis are given on Dispersion Theory and Causality and Dispersion Relations for Pion-nucleon Scattering. The appendix includes the S-matrix in terms of Heisenberg Operators. (F. S.)
Increasing Students' Attendance at Lecture and Preparation for Lecture by Allowing Students to Use Their Notes during Tests

ERIC Educational Resources Information Center

Messling, Paul A., III; Dermer, Marshall L.

2009-01-01

In an upper-division, college course with a lecture component and two laboratory sections, we experimentally evaluated a treatment package that included this contingency: "only if students attended lecture and submitted notes for each day's reading assignment could they use their notes during a later test," and instructions about the contingency.…
Organic Lecture Demonstrations.

ERIC Educational Resources Information Center

Silversmith, Ernest F.

1988-01-01

Provides a listing of 35 demonstrations designed to generate interest in organic chemistry and help put points across. Topics include opening lecture; molecular structure and properties; halogenation; nucleophilic substitution, alkenes and dienes, stereochemistry, spectroscopy, alcohols and phenols, aldehydes and ketones; carboxylic acids, amines,…
Demonstrating the unit hydrograph and flow routing processes involving active student participation - a university lecture experiment

NASA Astrophysics Data System (ADS)

Schulz, Karsten; Burgholzer, Reinhard; Klotz, Daniel; Wesemann, Johannes; Herrnegger, Mathew

2018-05-01

The unit hydrograph (UH) has been one of the most widely employed hydrological modelling techniques to predict rainfall-runoff behaviour of hydrological catchments, and is still used to this day. Its concept is based on the idea that a unit of effective precipitation per time unit (e.g. mm h-1) will always lead to a specific catchment response in runoff. Given its relevance, the UH is an important topic that is addressed in most (engineering) hydrology courses at all academic levels. While the principles of the UH seem to be simple and easy to understand, teaching experiences in the past suggest strong difficulties in students' perception of the UH theory and application. In order to facilitate a deeper understanding of the theory and application of the UH for students, we developed a simple and cheap lecture theatre experiment which involved active student participation. The seating of the students in the lecture theatre represented the hydrological catchment in its size and form. A set of plastic balls, prepared with a piece of magnetic strip to be tacked to any white/black board, each represented a unit amount of effective precipitation. The balls are evenly distributed over the lecture theatre and routed by some given rules down the catchment to the catchment outlet, where the resulting hydrograph is monitored and illustrated at the black/white board. The experiment allowed an illustration of the underlying principles of the UH, including stationarity, linearity, and superposition of the generated runoff and subsequent routing. In addition, some variations of the experimental setup extended the UH concept to demonstrate the impact of elevation, different runoff regimes, and non-uniform precipitation events on the resulting hydrograph. In summary, our own experience in the classroom, a first set of student exams, as well as student feedback and formal evaluation suggest that the integration of such an experiment deepened the learning experience by
College Students' Perceptions of the Traditional Lecture Method

ERIC Educational Resources Information Center

Covill, Amy E.

2011-01-01

Fifty-one college students responded to survey questions regarding their perceptions of the traditional lecture method of instruction that they received in a 200-level psychology course. At a time when many professors are being encouraged to use active learning methods instead of lectures, it is important to consider the students' perspective. Do…
Student Preferences for Online Lecture Formats: Does Prior Experience Matter?

ERIC Educational Resources Information Center

Drouin, Michelle; Hile, Rachel E.; Vartanian, Lesa R.; Webb, Janae

2013-01-01

We examined undergraduate students' quality ratings of and preferences for different types of online lecture formats. Students preferred richer online lecture formats that included both audio and visual components; however, there were no significant differences between students' ratings of PowerPoint lectures with "audio" of the…
Explicit Constructivism: A Missing Link in Ineffective Lectures?

ERIC Educational Resources Information Center

Prakash, E. S.

2010-01-01

This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my…
Indian dental students' preferences regarding lecture courses.

PubMed

Parolia, Abhishek; Mohan, Mandakini; Kundabala, M; Shenoy, Ramya

2012-03-01

Teaching and learning activities in the dental clinic or hospital are a challenging area for students as well as teachers. With various teaching methodologies being used in dental schools around the world, gaining greater understanding of students' attitudes toward these methodologies would be useful for dental educators. The objective of this study was to explore the preferences of dental students in India about various aspects of lecture courses. A structured survey consisting of ten closed-ended questions was developed, and 2,680 undergraduate students from forty-three dental schools in India were approached via e-mail with a follow-up postal mailing. Of these, 1,980 students responded, for a response rate of 73.8 percent. Most of the students reported preferring lectures with the aid of PowerPoint and chalkboard. They preferred morning lectures from 8 am to 10 am for a maximum of thirty to forty minutes for each lecture, and they preferred to receive information about the lecture topic in advance. The students said that delivery of clinical demonstrations was beneficial after the lectures, and they preferred learning-based rather than exam-oriented education. The respondents also said that attendance should be made compulsory and that numerical marking of examinations should not be replaced by a grading system.
How Curriculum and Classroom Achievement Predict Teacher Time on Lecture- and Inquiry-Based Mathematics Activities

ERIC Educational Resources Information Center

Kaufman, Julia H.; Rita Karam; Pane, John F.; Junker, Brian W.

2012-01-01

This study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities. We found that teachers using the CTA curriculum reported more time on…
Just Do It: Flipped Lecture, Determinants and Debate

ERIC Educational Resources Information Center

Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya

2016-01-01

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills,…
Aeroelasticity - Frontiers and beyond /von Karman Lecture/

NASA Technical Reports Server (NTRS)

Garrick, I. E.

1976-01-01

The lecture aims at giving a broad survey of the current reaches of aeroelasticity with some narrower views for the specialist. After a short historical review of concepts for orientation, several topics are briefly presented. These touch on current flight vehicles having special points of aeroelastic interest; recent developments in the active control of aeroelastic response including control of flutter; remarks on the unsteady aerodynamics of arbitrary configurations; problems of the space shuttle related to aeroelasticity; and aeroelastic response in flight.
Legends Lecture Series II

NASA Image and Video Library

2011-04-05

Current and former leaders discuss the growth of NASA's John C. Stennis Space Center during a Legends Lecture Series onsite on April 5. Stennis launched the Legends Lecture Series last November as part of a yearlong celebration of its 50th anniversary. The April 5 session focused on growth of Stennis into a unique federal city during the 1970s and the establishment of NASA's Earth Resources Laboratory at the site. Presenters at the April 5 event included (l to r): George Schloegel, mayor of Gulfport; Jack Rogers, former director of NASA Center Operations at Stennis; and Wayne Mooneyhan, former director of NASA's Earth Resources Laboratory at Stennis.
A Study on Perception of Lecturer-Student Interaction in English Medium Science Lectures

ERIC Educational Resources Information Center

Navaz, Abdul Majeed Mohamed

2013-01-01

This paper, which is a part of a thesis, investigates the perception and practice of lecturers and students with regard to lecturer-student interaction in English medium science lectures of a university in Sri Lanka where English is a second language. This paper argues that dialogic lecturer-student interaction, which enables students to take a…
Using lecture capture: a qualitative study of nursing faculty's experience.

PubMed

Freed, Patricia E; Bertram, Julie E; McLaughlin, Dorcas E

2014-04-01

As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. This study sought to understand faculty's experience of using a new lecture capture system. This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available. © 2013.
Student Responses to a Hands-On Kinesthetic Lecture Activity for Learning about the Oxygen Carrying Capacity of Blood

ERIC Educational Resources Information Center

Breckler, Jennifer; Yu, Justin R.

2011-01-01

This article describes a new hands-on, or "kinesthetic," activity for use in a physiology lecture hall to help students comprehend an important concept in cardiopulmonary physiology known as oxygen carrying capacity. One impetus for designing this activity was to address the needs of students who have a preference for kinesthetic…
TASI Lectures on Flavor Physics

NASA Astrophysics Data System (ADS)

Ligeti, Zoltan

These notes overlap with lectures given at the TASI summer schools in 2014 and 2011, as well as at the European School of High Energy Physics in 2013. This is primarily an attempt at transcribing my handwritten notes, with emphasis on topics and ideas discussed in the lectures. It is not a comprehensive introduction or review of the field, nor does it include a complete list of references. I hope, however, that some may find it useful to better understand the reasons for excitement about recent progress and future opportunities in flavor physics.
Professionalism of Lecturers at Faculty of Education

NASA Astrophysics Data System (ADS)

Tangkere, T. F. S.; Langitan, F. W.; Maukar, S. M. D.; Roring, R. F.

2018-02-01

The main objective of this research was to get the picture pertaining to the professionalization of Lecturers at Faculty of Education in Manado State University, Indonesia. The research method was naturalistic inquiry with qualitative approach. The research techniques were: deep interview, participative observation and document study. The data were analyzed by: data reduction, data display and conclusions, while the validation of data was done by four criteria, namely: credibility, transferability, dependability and conformability. The collecting procedure and data recording were done through observation and interviews. From the findings and conclusions, it can be identified that professionalization of Lecturers at Faculty of Education in Manado State University has been well processed. This can be proved by fulfillment of the minimum academic standard Ninety-one out of the total l12 lecturers has been certified. Based on conclusions, the researcher recommends that the teacher always develop their capability through increasing their academic qualification, self-development through attending educational trainings, conducting more research and publishing those researches through accredited journals. Dean of every Faculty and also execute supporting activities which will support self-development of the lectures and increase the budget for research of the lecturers.
Use of Case-Based or Hands-On Laboratory Exercises with Physiology Lectures Improves Knowledge Retention, but Veterinary Medicine Students Prefer Case-Based Activities

ERIC Educational Resources Information Center

McFee, Renee M.; Cupp, Andrea S.; Wood, Jennifer R.

2018-01-01

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and…

Legends Lecture Series

NASA Image and Video Library

2010-11-09

John C. Stennis Space Center Director Patrick Scheuermann (second from right) stands with Legends Lecture Series presenters George Hopson (l to r), Jerry Hlass and J.R. Thompson. The three former leaders reflected on their experiences in the first of several planned lecture series sessions on Nov. 9, 2010. The lecture series is part of yearlong celebration of the 50th anniversary of Stennis.
[THE DISCUSSION CONCERNING THE PLACE OF LECTURES AND COMPULSORY LECTURE ATTENDANCE IN MEDICAL EDUCATION].

PubMed

Reis, Shmuel

2016-04-01

Luder shows that there is a lack of correlation between lecture attendance in medical school and examination performance, and thus draws attention to a discourse concerning the place of lectures and lecture attendance enforcement in 2015 and beyond. The paper addresses 4 questions: First, what is the current place of the traditional lecture in the education of medical students? Second, are there alternatives to this format of teaching? Third, what are the educational consequences of mandating lecture attendance; and fourth, should there be such enforcement? The author discusses these questions and concludes that lectures should be used sparingly, after a careful evaluation that they have an added value over learning away from the classroom. Furthermore, that there are clear guidelines on how to make the traditional lecture enhanced and educationally effective, as well as alternatives such as the "flipped classroom", e-learning and more to lectures. In addition, that lectures frequently drive learning negatively and enforcing attendance in Israel entails serious unintended consequences such as a need to monitor attendance, and a host of disciplinary adverse reactions. Finally, that besides lecture efficiency and economy (when having added value) one reason to consider compulsory attendance, may be when poor attendance negatively influences teachers morale.
The work of lecturing in high school chemistry

NASA Astrophysics Data System (ADS)

Hwang, SungWon; Roth, Wolff-Michael

2013-09-01

Lecturing is an important aspect of the culture of science education. Perhaps because of the negative associations constructivist educators make with lecturing, little research has been done concerning the generally invisible aspects of the (embodied, lived) work that is required. Traditional research on science lectures focuses on ideas and (mental) concepts that somehow are "gotten across"; and it is interested in identifying verbal content and visual representations science teachers provide. The purpose of this study is to explicitly describe and theorize the living work of lecturing that produces in a societal arena everything from which students can learn. We use two case studies from the chemistry lectures in a tenth-grade Singapore classroom to exemplify the central role of the performative aspects of lecturing. We articulate and exemplify assertions that (a) corporeal performances differentiate and coordinate the contents of lecturing with its pitch, rhythm, and speech volume, and thereby orient students to specific discourse features of chemistry; and (b) corporeal performances differentiate and coordinate layers of talk with prosody, gestures, and body orientation, and thereby make analogies available to students. We conclude that what is visible in lectures (e.g., scientific discourse, analogies) is always the outcome of the (generally unattended to) corporeal labor including gestures, body orientation, and prosodic features (e.g., shifts in pitch) and that this outcome | labor pair constitutes an appropriate unit of understanding lecturing as societal phenomenon.
Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?

PubMed

Rae, Mark G; O'Malley, Dervla

2017-03-01

There is increasing concern amongst educators that the provision of recorded lectures may reduce student attendance of live lectures. We therefore sought to determine if the provision of prerecorded lecture video podcasts (VODcasts) to first-year Graduate Entry to Medicine (GEM) students, affected attendance at 21 Physiology lectures within three separate pre-clinical modules. Data on lecture attendance, utilization of VODcasts, and whether VODcasts should replace live lectures were drawn from three surveys conducted in academic years 2014-2015 and 2015-2016 on all first-year GEM students in two first-year pre-clinical modules where prerecorded Physiology VODcasts were available for viewing or downloading prior to scheduled live lectures. A total of 191/214 (89%) students responded to the three surveys, with 84.3% of students attending all 21 lectures in the study. Only 4% of students missed more than one lecture in each of the three lecture series, with 79% indicating that VODcasts should not replace lectures. Therefore, we conclude that the attendance of pre-clinical GEM students at live lectures is not significantly impacted upon by the provision of lecture VODcasts, with most students viewing them as useful revision tools rather than as a replacement for live lectures.
Interactive Lecture Experiments in Large Introductory Physics Classes

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina M.; Kotlicki, A.; Rieger, G.; Bates, F.; Moll, R.; McPhee, K.; Nashon, S.

2006-12-01

We describe Interactive Lecture Experiments (ILE), which build on Interactive Lecture Demonstrations proposed by Sokoloff and Thornton (2004) and extends it by providing students with the opportunity to analyze experiments demonstrated in the lecture outside of the classroom. Real time experimental data is collected, using Logger Pro combined with the digital video technology. This data is uploaded to the Internet and made available to the students for further analysis. Student learning is assessed in the following lecture using conceptual questions (clickers). The goal of this project is to use ILE to make large lectures more interactive and promote student interest in science, critical thinking and data analysis skills. We report on the systematic study conducted using the Colorado Learning Attitudes about Science Survey, Force Concept Inventory, open-ended physics problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. The surveys were administered twice and academic results for students who experienced the ILE for a particular topic were compared to the students, from a different section, who did not complete the ILE for that topic. Additional qualitative data on students’ attitudes was collected using open ended survey questions and interviews. We will present preliminary conclusions about the role of ILEs as an effective pedagogy in large introductory physics courses. Sokoloff, D.R. and R.K. Thornton (2004). Interactive Lecture Demonstrations: Active Learning in Introductory Physics, J.Wiley & Sons, INC. Interactive Lecture Experiments: http://www.physics.ubc.ca/ year1lab/p100/LectureLabs/lectureLabs.html
Playing Games during a Lecture Hour: Experience with an Online Blood Grouping Game

ERIC Educational Resources Information Center

Bhaskar, Anand

2014-01-01

Theory lectures are boring and sleep inducing for students, and it is difficult to get their full attention during 1 h of lecture. The ability of students to concentrate diminishes 20-25 min after the start of the lecture. There is also a lack of active participation of students during theory lectures. In an effort to break the monotony of the…
Interactive lectures: Clickers or personal devices?

PubMed

Morrell, Lesley J; Joyce, Domino A

2015-01-01

Audience response systems ('clickers') are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students' personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation.
Encouraging Participation in Face-to-Face Lectures: The Index Card Technique

ERIC Educational Resources Information Center

Daws, Laura Beth

2018-01-01

Courses: This activity will work in any face-to-face communication lecture course. Objectives: By the end of the semester in a face-to-face lecture class, every student will have engaged in verbal discussion.
Topical Articles: Attention during Lectures--Beyond Ten Minutes

ERIC Educational Resources Information Center

Wilson, Karen; Korn, James H.

2007-01-01

Many authors claim that students' attention declines approximately 10 to 15 min into lectures. To evaluate this claim, we reviewed several types of studies including studies of student note taking, observations of students during lectures, and self-reports of student attention, as well as studies using physiological measures of attention. We found…
Issues in Lecturing in a Second Language: Lecturer's Behaviour and Students' Perceptions

ERIC Educational Resources Information Center

Miller, Lindsay

2007-01-01

This article explores how Hong Kong Chinese engineering students with low English language proficiency manage to cope with their lectures given in English. An ethnographic case study approach was used with multiple sources of data triangulated to provide a picture of the lecture event from both the students' and the lecturer's perspectives. One of…
Instructional analysis of lecture video recordings and its application for quality improvement of medical lectures.

PubMed

Baek, Sunyong; Im, Sun Ju; Lee, Sun Hee; Kam, Beesung; Yune, So Joung; Lee, Sang Soo; Lee, Jung A; Lee, Yuna; Lee, Sang Yeoup

2011-12-01

The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school. The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency. Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students. Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development. Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.
Interactive lectures: Clickers or personal devices?

PubMed Central

Morrell, Lesley J.; Joyce, Domino A.

2015-01-01

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation. PMID:26594327
Learning from Online Video Lectures

ERIC Educational Resources Information Center

Brecht, H. David

2012-01-01

This study empirically examines the instructional value of online video lectures--videos that a course's instructor prepares to supplement classroom or online-broadcast lectures. The study examines data from a classroom course, where the videos have a slower, more step-by-step lecture style than the classroom lectures; student use of videos is…
A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.
Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study.

PubMed

Sawatsky, Adam P; Berlacher, Kathryn; Granieri, Rosanne

2014-07-01

The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members' perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement.
Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study

PubMed Central

2014-01-01

Background The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. Methods We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members’ perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Results Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. Conclusions A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for
How "Flipping" the Classroom Can Improve the Traditional Lecture

ERIC Educational Resources Information Center

Berrett, Dan

2012-01-01

In this article, the author discusses a teaching technique called "flipping" and describes how "flipping" the classroom can improve the traditional lecture. As its name suggests, flipping describes the inversion of expectations in the traditional college lecture. It takes many forms, including interactive engagement, just-in-time teaching (in…
Comparison of Exams for Active Learning Technologies vs. Traditional Lectures

NASA Astrophysics Data System (ADS)

Hornstra, Andrew; Djordjevic, Branislav; Dworzecka, Maria

2017-01-01

George Mason University has first semester (PHYS-160) and second semester (PHYS-260) physics course which consist of two sections. One is a traditional lecture style format (TRAD) and the other is a newer format which is a take on the ``flipped'' classroom. This newer style is referred to as Active Learning with Technologies (ALT). This course style has been in place for several years and has been studied before within George Mason University for final grade differences. These studies suggested that the ALT sections performed better, but grade weighting consistency, test time, and test content were not strictly controlled. The purpose of this study is to cross-examine the performance of students in these different class formats during Fall 2016 (PHYS-260) and Spring 2015 (PHYS-160) on very nearly identical exams over identical test times while controlling for almost every variable.
First Steps Toward Increasing Student Engagement During Lecture

NASA Astrophysics Data System (ADS)

Slater, Timothy F.

2008-05-01

Have you tried to repurpose materials you've gotten from another lecturer or publisher that you thought could express a concept exceptionally well, only to find when you used the same materials, they did not have the dramatic effect on your students you desired? It would be easy to conclude that student apathy is to blame. But, if students listening to your lecture take on the same bored appearance and passive disposition often observed when you are showing a video, consider whether your instructional approach is designed to intellectually engage students. An information-download lecture has often been described as…the process by which the teacher's notes get transferred into students' notebooks without passing through the brains of either. That brilliant set of lecture materials that you thought would be perfect might need to be adjusted to meet the learning styles of your students to actively engage them in developing conceptual understanding.
Pulling My Gut out--Simple Tools for Engaging Students in Gross Anatomy Lectures

ERIC Educational Resources Information Center

Chan, Lap Ki

2010-01-01

A lecture is not necessarily a monologue, promoting only passive learning. If appropriate techniques are used, a lecture can stimulate active learning too. One such method is demonstration, which can engage learners' attention and increase the interaction between the lecturer and the learners. This article describes two simple and useful tools for…

The Twenty-Third Dudley Allen Sargent Commemorative Lecture 2003: Knowledge and Physical Activity in Higher Education

ERIC Educational Resources Information Center

Estes, Steven G.

2003-01-01

In preparation for this lecture, the author read, among other studies, previous Sargent, Homans, and Hannah lectures. These papers read well, and, they continue to inform people today. Importantly, these lecturers addressed timely issues that confronted physical education in higher education and to some extent shaped the field as one now knows it.…
Laughter in University Lectures

ERIC Educational Resources Information Center

Nesi, Hilary

2012-01-01

This paper analyses laughter in spoken academic discourse, with the aim of discovering why lecturers provoke laughter in their lectures. A further purpose of the paper is to identify episodes in British data which may differ from those in other cultural contexts where other lecturing practices prevail, and thus to inform the design of study skills…
Changing the Nature of Lectures Using a Personal Response System

ERIC Educational Resources Information Center

Masikunis, George; Panayiotidis, Andreas; Burke, Linda

2009-01-01

This article describes the use of an Electronic Voting System (EVS) in large group lectures within a business and management undergraduate degree programme, in an attempt to make them more interactive. The intention was to ensure that the introduction of the EVS-style lecture was educationally driven, linked to interactive learning activities in…
On performing concepts during science lectures

NASA Astrophysics Data System (ADS)

Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael

2007-01-01

When lecturing, teachers make use of both verbal and nonverbal communication. What is called teaching, therefore, involves not only the words and sentences a teacher utters and writes on the board during a lesson, but also all the hands/arms gestures, body movements, and facial expressions a teacher performs in the classroom. All of these communicative modalities constitute resources that are made available to students for making sense of and learning from lectures. Yet in the literature on teaching science, these other means of communication are little investigated and understood - and, correspondingly, they are undertheorized. The purpose of this position paper is to argue for a different view of concepts in lectures: they are performed simultaneously drawing on and producing multiple resources that are different expressions of the same holistic meaning unit. To support our point, we provide examples from a database of 26 lectures in a 12th-grade biology class, where the human body was the main topic of study. We analyze how different types of resources - including verbal and nonverbal discourse and various material artifacts - interact during lectures. We provide evidence for the unified production of these various sense-making resources during teaching to constitute a meaning unit, and we emphasize particularly the use of gestures and body orientations inside this meaning unit. We suggest that proper analyses of meaning units need to take into account not only language and diagrams but also a lecturer's pointing and depicting gestures, body positions, and the relationships between these different modalities. Scientific knowledge (conceptions) exists in the concurrent display of all sense-making resources, which we, following Vygotsky, understand as forming a unit (identity) of nonidentical entities.
Forum: The Lecture and Student Learning. The Lecture's Absent Audience

ERIC Educational Resources Information Center

Sciullo, Nick J.

2017-01-01

According to the "Oxford English Dictionary" ("OED"), the noun "lecture" dates from the 14th century and means the "action of reading, perusal. Also, that which is read or perused." This definition, while accurate and resonates today in many college classrooms, ignores a key feature of any lecture. The…
Lecture archiving on a larger scale at the University of Michigan and CERN

NASA Astrophysics Data System (ADS)

Herr, Jeremy; Lougheed, Robert; Neal, Homer A.

2010-04-01

The ATLAS Collaboratory Project at the University of Michigan has been a leader in the area of collaborative tools since 1999. Its activities include the development of standards, software and hardware tools for lecture archiving, and making recommendations for videoconferencing and remote teaching facilities. Starting in 2006 our group became involved in classroom recordings, and in early 2008 we spawned CARMA, a University-wide recording service. This service uses a new portable recording system that we developed. Capture, archiving and dissemination of rich multimedia content from lectures, tutorials and classes are increasingly widespread activities among universities and research institutes. A growing array of related commercial and open source technologies is becoming available, with several new products introduced in the last couple years. As the result of a new close partnership between U-M and CERN IT, a market survey of these products was conducted and a summary of the results are presented here. It is informing an ambitious effort in 2009 to equip many CERN rooms with automated lecture archiving systems, on a much larger scale than before. This new technology is being integrated with CERN's existing webcast, CDS, and Indico applications.
Student and faculty member perspectives on lecture capture in pharmacy education.

PubMed

Marchand, Jon-Paul; Pearson, Marion L; Albon, Simon P

2014-05-15

To examine faculty members' and students' use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Most students and faculty members were aware of and appreciated the recordings. Students' patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students' grades or in-class engagement but noted increased absenteeism. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.
Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

PubMed Central

Pearson, Marion L.; Albon, Simon P.

2014-01-01

Objectives. To examine faculty members’ and students’ use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Methods. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Results. Most students and faculty members were aware of and appreciated the recordings. Students’ patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students’ grades or in-class engagement but noted increased absenteeism. Conclusion. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings. PMID:24850936
Focusing the One-Shot Lecture.

ERIC Educational Resources Information Center

Allen, Mary Beth

1989-01-01

Describes a library instruction program at the University of Illinois that consists of a narrowly focused one-shot lecture, complemented by a series of library activities that can be completed independently by students. The reasons for revising the program, the variety of instructional approaches and media used, and the effectiveness of the…
A Lecture Supporting System Based on Real-Time Learning Analytics

ERIC Educational Resources Information Center

Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…
The comparison of the efficiency of traditional lectures to video-supported lectures within the training of the Emergency Medicine residents.

PubMed

Sarıhan, Aydın; Oray, Neşe Colak; Güllüpınar, Birdal; Yanturali, Sedat; Atilla, Ridvan; Musal, Berna

2016-09-01

Recent developments in computer and video technology, multimedia resources enter quickest way possible into medical education and have started to gain popularity. The aim of this study is to evaluate the impact of video-supported lectures on leaning, with comparison to traditional lectures. According to lecture techniques, two separate groups; one is the traditional lectures group (TLG) and the other is video-supported lectures group (VSLG), are formed. While the TLG is offered a traditional lecture the VSLG is offered a video-supported lecture with imbedded videos which are related to the topics in the traditional lecture. Both study groups take pretest and posttest with MCQs (multiple choice questions) and OSCEs (objective structured clinical examination). The study includes 30 volunteer residents in Dokuz Eylul University School of Medicine Department of Emergency Medicine. No difference is observed between TGL and VSLG in pretest and posttest scores (p = 0.949, p = 0.580). And additionally, comparing the scores of both groups, we cannot observe any difference between the pretest OSCE scores of each group (p = 0.300), however posttest OSCE scores shows a dramatic odd in-between (p = 0.010). When pretest MCQs and posttest MCQs mean scores are compared, both tests (TLG, VSLG) has not any significant difference (p=0.949, p = 0.580). Nevertheless, after comparing OSCEs pretest and posttest mean scores, we can see significant difference in mean scores of both (TLG, VSLG), (p = 0.011, p = 0.001). Taken into consideration, the findings of this study shows possibility of improving educational techniques to acquire clinical skills by using local resources and low-cost technology.
Naked on the Information Highway: The 6th Ian P. Sharp Lecture.

ERIC Educational Resources Information Center

Phillips, Bruce

1995-01-01

This lecture by the Privacy Commissioner of Canada addresses issues related to information technology and privacy, including privacy law, government role, surveillance techniques, and security measures to protect the privacy of electronic communications. The text of the question and answer period following the lecture is included. (MES)
Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

PubMed Central

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766
Enhancing Lecture Presentations in Introductory Biology with Computer-Based Multimedia.

ERIC Educational Resources Information Center

Fifield, Steve; Peifer, Rick

1994-01-01

Uses illustrations and text to discuss convenient ways to organize and present computer-based multimedia to students in lecture classes. Includes the following topics: (1) Effects of illustrations on learning; (2) Using computer-based illustrations in lecture; (3) MacPresents-Multimedia Presentation Software; (4) Advantages of computer-based…
The analysis of professional competencies of a lecturer in adult education.

PubMed

Žeravíková, Iveta; Tirpáková, Anna; Markechová, Dagmar

2015-01-01

In this article, we present the andragogical research project and evaluation of its results using nonparametric statistical methods and the semantic differential method. The presented research was realized in the years 2012-2013 in the dissertation of I. Žeravíková: Analysis of professional competencies of lecturer and creating his competence profile (Žeravíková 2013), and its purpose was based on the analysis of work activities of a lecturer to identify his most important professional competencies and to create a suggestion of competence profile of a lecturer in adult education.
Lecture attendance improves success in medical physiology.

PubMed

Demir, Enver Ahmet; Tutuk, Okan; Dogan, Hatice; Egeli, Duygu; Tumer, Cemil

2017-12-01

The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students' answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the attended lecture. Furthermore, we examined students who had never taken the course before (first-time takers) and students who had failed and repeated the course (repeat takers) separately, since repeat takers may have attended a lecture previously. We found that first-time takers attended more lectures and gained higher total scores than repeat takers. Lecture-matched correct answers were significantly higher for attended lectures than for skipped lectures in all interim exams. Moreover, the correlation analyses revealed that the number of correct answers increases by lecture attendance in both first-time and repeat takers. These results indicate that in-class lectures still should be considered as an essential part of the medical physiology education, even in the internet era. Copyright © 2017 the American Physiological Society.
Expectancies and Motivations to Attend an Informal Science Lecture Series

ERIC Educational Resources Information Center

AbiGhannam, Niveen; Kahlor, LeeAnn; Dudo, Anthony; Liang, Ming-Ching; Rosenthal, Sonny; Banner, Jay L.

2016-01-01

This study explored the expectancies and motivations that prompt audiences to attend a university science lecture series. The series features talks by science experts from the host campus and around the USA. Each lecture typically attracts between 300 and 600 attendees, including middle and high school student groups, university students, and…
Engagement in Digital Lecture Halls: A Study of Student Course Engagement and Mobile Device Use during Lecture

ERIC Educational Resources Information Center

Witecki, Gwendolyn; Nonnecke, Blair

2015-01-01

Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for nonacademic activities during lectures. We explored the relationship…
Educational Effect of Online Lecture using Streaming Technology

NASA Astrophysics Data System (ADS)

Akiyama, Hidenori; Teramoto, Akemi; Kozono, Kazutake

A conventional lecture on Laser Engineering had been done in a lecture room till 1999. A content using on-demand streaming method was made for an online lecture of Laser Engineering in 2000. The figures and equations used on the conventional lecture and the voice recorded for the online lecture were converted to the real media. Then an online lecture has been provided to students by using a Helix Universal Server. The trial of the online lecture was done only for the students who wanted to take the online lecture course in 2000. The online lectures have been recognized as the credits for graduation by the change of a law since 2001. About 100 students have registered the online lecture of Laser Engineering every year since 2001. Here, three years' questionnaire surveys of the online lecture are summarized, and results of examinations on the conventional lecture for two years and on the online lecture for three years are compared. It is recognized for the lecture of Laser Engineering that the educational effect of the online lecture is comparable to or better than that of the conventional lecture.
Understanding Resident Learning Preferences Within an Internal Medicine Noon Conference Lecture Series: A Qualitative Study

PubMed Central

Sawatsky, Adam P.; Zickmund, Susan L.; Berlacher, Kathryn; Lesky, Dan; Granieri, Rosanne

2014-01-01

Background The lecture remains the most common approach for didactic offerings in residency programs despite conflicting evidence about the effectiveness of this format. Objective The purpose of this study was to explore the perspectives of internal medicine residents toward conferences held in the lecture format. Methods The investigators invited internal medicine residents (N = 144) to participate in focus groups discussing their perspectives about noon conference lectures. The investigators used a semistructured guide to ask about motivations for attendance and effectiveness of noon conferences, transcribed the recordings, coded the discussions, and analyzed the results. Results Seven focus groups with a total of 41 residents were held. This identified 4 major domains: (1) motivations for attendance; (2) appropriate content; (3) effective teaching methods; and (4) perspectives on active participation. Residents' motivations were categorized into external factors, including desire for a break and balance to their workload, and intrinsic attributes, including the learning opportunity, topic, and speaker. Appropriate content was described as clinically relevant, practical, and presenting a balance of evidence. Identified effective teaching methods included shorter teaching sessions focused on high-yield learning points structured around cases and questions. While active participation increases residents' perceived level of stress, the benefits of this format include increased attention and learning. Conclusions This study furthers our knowledge of the learning preferences of internal medicine residents within the changing environment of residency education and can be used in conjunction with principles of adult learning to reform how we deliver core medical knowledge. PMID:24701307

Authentic Astronomical Discovery in Planetariums: Data-Driven Immersive Lectures

NASA Astrophysics Data System (ADS)

Wyatt, Ryan Jason

2018-01-01

Planetariums are akin to “branch offices” for astronomy in major cities and other locations around the globe. With immersive, fulldome video technology, modern digital planetariums offer the opportunity to integrate authentic astronomical data into both pre-recorded shows and live lectures. At the California Academy of Sciences Morrison Planetarium, we host the monthly Benjamin Dean Astronomy Lecture Series, which features researchers describing their cutting-edge work to well-informed lay audiences. The Academy’s visualization studio and engineering teams work with researchers to visualize their data in both pre-rendered and real-time formats, and these visualizations are integrated into a variety of programs—including lectures! The assets are then made available to any other planetariums with similar software to support their programming. A lecturer can thus give the same immersive presentation to audiences in a variety of planetariums. The Academy has also collaborated with Chicago’s Adler Planetarium to bring Kavli Fulldome Lecture Series to San Francisco, and the two theaters have also linked together in live “domecasts” to share real-time content with audiences in both cities. These lecture series and other, similar projects suggest a bright future for astronomers to bring their research to the public in an immersive and visually compelling format.
Lecture Attendance and Web Based Lecture Technologies: A Comparison of Student Perceptions and Usage Patterns

ERIC Educational Resources Information Center

von Konsky, Brian R.; Ivins, Jim; Gribble, Susan J.

2009-01-01

This paper investigates the impact of web based lecture recordings on learning and attendance at lectures. Student opinions regarding the perceived value of the recordings were evaluated in the context of usage patterns and final marks, and compared with attendance data and student perceptions regarding the usefulness of lectures. The availability…
In Defence of the Lecture

ERIC Educational Resources Information Center

Webster, R. Scott

2015-01-01

In response to the lecture format coming under "attack" and being replaced by online materials and smaller tutorials, this paper attempts to offer not only a defence but also to assert that the potential value of the lecture is difficult to replicate through other learning formats. Some of the criticisms against lectures will be…
An Observational Study of the Lecture Delivery Style Characteristics of High and Low Rated Lectures.

ERIC Educational Resources Information Center

Albanese, Mark A.; And Others

This study identifies distinguishing differences in lecture delivery styles of lecturers rated by students in a large multi-instructor course: the Introduction to Clinical Medicine Course (ICM). The 20 lowest- and highest-rated lecturers of the 1982 and 1983 ICM courses served as the target group. Non-student raters observing the 1984 lectures…
Cooperative Learning Combined with Short Periods of Lecturing: A Good Alternative in Teaching Biochemistry

ERIC Educational Resources Information Center

Fernandez-Santander, Ana

2008-01-01

The informal activities of cooperative learning and short periods of lecturing has been combined and used in the university teaching of biochemistry as part of the first year course of Optics and Optometry in the academic years 2004-2005 and 2005-2006. The lessons were previously elaborated by the teacher and included all that is necessary to…
How Do Students and Lecturers Experience the Interactive Use of Handheld Technology in Large Enrolment Courses?

ERIC Educational Resources Information Center

Van Daele, Tom; Frijns, Carolien; Lievens, Jeroen

2017-01-01

Although constructivist theories have shown learning is accelerated by involvement and meaningful lecturer-student and student-student interaction, these ingredients are mostly absent from large attendance lectures. A number of studies have already focused on more active ways of learning in large lecture classrooms, most often by using student…
Making Large Class Basic Histology Lectures More Interactive: The Use of Draw-Along Mapping Techniques and Associated Educational Activities

ERIC Educational Resources Information Center

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2015-01-01

At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would…
How is the Inquiry Skills of Biology Preservice Teachers in Biotechnology Lecture?

NASA Astrophysics Data System (ADS)

Hayat, M. S.; Rustaman, N. Y.

2017-09-01

This study was to investigate the inquiry skills of biology pre-service teachers in one teachers college in Central Java in biotechnology lecture. The method used is a case study of 29 biology preservice teacher. Data were collected using observation sheets, questionnaires, and interview guidelines. Research findings collected through questionnaires show that most students are accustomed to asking questions and formulating biotechnology issues; Skilled in conducting experiments; Skilled in obtaining relevant information from various sources; As well as skilled at processing, analyzing and interpreting data. Based on observation: lectures are not dominated by lecturers, students are able to solve problems encountered and conduct investigations. Based on the interview towards lecturers: students are always actively involved in questioning, investigation, inquiry, problem solving and experimenting in lectures. Why do most students show good inquiry skills? Because students are accustomed to invited inquiry in biology lectures. The impact, the students become more ready to be invited to do more advanced inquiry, such as real-world application inquiry, because the skill of inquiry is essentially trained.
The Positive Influence of Active Learning in a Lecture Hall: An Analysis of Normalised Gain Scores in Introductory Environmental Engineering

ERIC Educational Resources Information Center

Kinoshita, Timothy J.; Knight, David B.; Gibbes, Badin

2017-01-01

Burgeoning college enrolments and insufficient funding to higher education have expanded the use of large lecture courses. As this trend continues, it is important to ensure that students can still learn in those challenging learning environments. Within education broadly and undergraduate engineering specifically, active learning pedagogies have…
Lectures on combustion theory

DOE Office of Scientific and Technical Information (OSTI.GOV)

Burstein, S.Z.; Lax, P.D.; Sod, G.A.

1978-09-01

Eleven lectures are presented on mathematical aspects of combustion: fluid dynamics, deflagrations and detonations, chemical kinetics, gas flows, combustion instability, flame spread above solids, spark ignition engines, burning rate of coal particles and hydrocarbon oxidation. Separate abstracts were prepared for three of the lectures. (DLC)
Impact of various lecture delivery methods in pharmacology

PubMed Central

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the impact of three common lecture delivery methods viz. the lectures using chalkboard, the lectures using PowerPoint presentations and the lectures utilizing transparencies with an overhead projector. By filling in a questionnaire, the second year MBBS students were asked to assess the impact of three pharmacology lectures given by three different methods of lecture delivery. Also after each lecture an objective test was given to compare the impact of the lecture delivered by different methods. The results of the study show that as per the subjective assessment of the lectures, students preferred PowerPoint teaching the most. As far as the students' performance is concerned the impact of traditional Chalkboard and PowerPoint teaching was much more than the lectures using transparency and overhead projector (OHP). PMID:29255392
Effects of three types of lecture notes on medical student achievement.

PubMed

Russell, I J; Caris, T N; Harris, G D; Hendricson, W D

1983-08-01

Two parallel studies were conducted with junior medical students to determine what influence the forms of lecture notes would have on learning. The three types of notes given to the students were: a comprehensive manuscript of the lecture containing text, tables, and figures; a partial handout which included some illustrations but required substantial annotation by the students; and a skeleton outline containing no data from the lecture. The students' knowledge about the subject was measured before the lecture, immediately after the lecture, two to four weeks later, and approximately three months later. The students' responses to questionnaires indicated a strong preference for very detained handouts as essential to preparation for examinations. By contract, the students' performances on tests generally were better for those who had received the partial or skeleton handout formats. This was particularly true for information presented during the last quarter of each lecture, when learning efficiency of the skeleton handout group increased while the other two handout groups exhibited learning fatigue. It was concluded that learning by medical students was improved when they recorded notes in class.
Online activities to optimize in person learning

NASA Astrophysics Data System (ADS)

Stelzer, Tim

Students' unprecedented access to content on the web is providing a unique opportunity to transform the role lectures in education, moving the focus from content delivery to helping students synthesize the content into knowledge. We have introduced a variety of activities to facilitate this transformation at the University of Illinois, including web-based preflight assessments of student understanding before lecture, peer instruction (clickers) to assess and facilitate student understanding during lecture, and web-based multimedia pre-lectures designed to provide students with content before lecture. In this talk I will discuss the pedagogical motivation for introducing these activities, and the impact they have had at the University of Illinois. .
Automatic System for Producing and Distributing Lecture Recordings and Livestreams Using Opencast Matterhorn

ERIC Educational Resources Information Center

Jonach, Rafael; Ebner, Martin; Grigoriadis, Ypatios

2015-01-01

Lectures of courses at universities are increasingly being recorded and offered through various distribution channels to support students' learning activities. This research work aims to create an automatic system for producing and distributing high quality lecture recordings. Opencast Matterhorn is an open source platform for automated video…
(Role) Playing Politics in an Environmental Chemistry Lecture Course

ERIC Educational Resources Information Center

Smythe, Meredith A.; Higgins, Daniel A.

2007-01-01

Participation of environmental chemistry students in mock congressional hearings is described, as a means of helping them better develop their speaking and debating skills. The activity brings active learning principles into the classroom and greatly increases student participation in an otherwise traditional lecture course.
Interpolated memory tests reduce mind wandering and improve learning of online lectures.

PubMed

Szpunar, Karl K; Khan, Novall Y; Schacter, Daniel L

2013-04-16

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content.
Interpolated memory tests reduce mind wandering and improve learning of online lectures

PubMed Central

Szpunar, Karl K.; Khan, Novall Y.; Schacter, Daniel L.

2013-01-01

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content. PMID:23576743
Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

NASA Astrophysics Data System (ADS)

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-08-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students' learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students' learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received "A" as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.
Online Lecture Recordings and Lecture Attendance: Investigating Student Preferences in a Large First Year Psychology Course

ERIC Educational Resources Information Center

Yeung, Alexandra; Raju, Sadhana; Sharma, Manjula D.

2016-01-01

While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated…
The Use of Lecture Recordings in Higher Education: A Review of Institutional, Student, and Lecturer Issues

ERIC Educational Resources Information Center

O'Callaghan, Frances V.; Neumann, David L.; Jones, Liz; Creed, Peter A.

2017-01-01

Web-based lecture technologies are being used increasingly in higher education. One widely-used method is the recording of lectures delivered during face-to-face teaching of on-campus courses. The recordings are subsequently made available to students on-line and have been variously referred to as lecture capture, video podcasts, and Lectopia. We…

The Use of Recorded Lectures in Education and the Impact on Lecture Attendance and Exam Performance

ERIC Educational Resources Information Center

Bos, Nynke; Groeneveld, Caspar; van Bruggen, Jan; Brand-Gruwel, Saskia

2016-01-01

Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embedded in many institutions, the impact of the usage of recorded lectures on exam performance is not clear. The purpose of the current study is to address the use of recorded…
Don't Dump the Didactic Lecture; Fix It

ERIC Educational Resources Information Center

Richardson, Daniel

2008-01-01

Numerous articles have been published on the merits of active learning, and collectively they present a body of compelling evidence that these methods do enhance learning. In presenting arguments for active learning, it is often suggested that the traditional didactic lecture is more passive in nature and less effective as a teaching tool.…
Learn before Lecture: A Strategy that Improves Learning Outcomes in a Large Introductory Biology Class

ERIC Educational Resources Information Center

Moravec, Marin; Williams, Adrienne; Aguilar-Roca, Nancy; O'Dowd, Diane K.

2010-01-01

Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information…
Activity-Based Introductory Physics Reform *

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2004-05-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Interactive Lecture Demonstrations (ILDs) with the audience to illustrate the types of curricula and tools used in the curricula above. ILDs make use real experiments, real-time data logging tools and student interaction to create an active learning environment in large lecture classes. A short video of students involved in interactive lecture demonstrations will be shown. The results of research studies at various institutions to measure the effectiveness of these methods will be presented.
Just do it: flipped lecture, determinants and debate

NASA Astrophysics Data System (ADS)

Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya

2016-08-01

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills, such as debate, argument and disagreement. The students were told in advance to use the online material to prepare, which had a short handout on matrix determinants posted, as the lesson would be interactive and would rely on them having studied this. At the beginning of the lesson, the two mathematicians worked together to model the skill of professional disagreement, one arguing for the cofactor expansion method and the other for the row reduction method. After voting for their preferred method, the students worked in small groups on examples to defend their choice. Each group elected a spokesperson and a political style debate followed as the students argued the pros and cons of each technique. Although one lecture does not establish whether the flipped lecture model is preferable for student instruction, the paper presents a case study for pursuing this approach and for further research on incorporating this style of teaching in Science, Technology, Engineering and Mathematics subjects.
Improving Lecture Quality through Training in Public Speaking

ERIC Educational Resources Information Center

Mowbray, Robert; Perry, Laura B.

2015-01-01

Lecturing is a common instructional format but poor lecturing skills can detract from students' learning experiences and outcomes. As lecturing is essentially a form of public communication, training in public speaking may improve lecture quality. Twelve university lecturers in Malaysia participated in a six-week public speaking skills training…
Different Patterns of University Students' Integration of Lecture Podcasts, Learning Materials, and Lecture Attendance in a Psychology Course

ERIC Educational Resources Information Center

Luttenberger, Silke; Macher, Daniel; Maidl, Verena; Rominger, Christian; Aydin, Nilüfer; Paechter, Manuela

2018-01-01

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice…
Diamond Anniversary Lecture Series.

ERIC Educational Resources Information Center

Adams, Dewey A.; And Others

This document contains the texts of four lectures that were presented as part of a series commemorating the 75th anniversary of Ohio State University's Department of Agricultural Education. The first lecture, "The Conceptualization Process and Vocational Education Management," (Dewey A. Adams) discusses a five-step management behavior approach for…
Module for Learning Integral Calculus with Maple: Lecturers' Views

ERIC Educational Resources Information Center

Awang, Tuan Salwani; Zakaria, Effandi

2012-01-01

Engineering technology students can attain a meaningful mathematics learning if they are allowed to actively participate in hands-on activities. However, the current dissemination of knowledge in the classroom still focuses on teacher-centered paradigm of teaching. A study to explore lecturers' views regarding a newly developed integral calculus…
The Use of Pre-Recorded Lectures on Student Performance in Physiology

ERIC Educational Resources Information Center

Hadgu, Rim Mekonnen; Huynh, Sophia Hoang-Vy; Gopalan, Chaya

2016-01-01

There has been an increase in reliance on pre-recorded lectures (PRL) as a source of learning in place of live-lectures (LL) in higher education today but whether PRL can effectively replace LL remains unknown. We tested how students performed in the exam questions when PRL replaced LL. While PRL+ group included those students who watched the…
Electronic voting to encourage interactive lectures: a randomised trial

PubMed Central

2007-01-01

Background Electronic Voting Systems have been used for education in a variety of disciplines. Outcomes from these studies have been mixed. Because results from these studies have been mixed, we examined whether an EVS system could enhance a lecture's effect on educational outcomes. Methods A cohort of 127 Year 5 medical students at the University of Adelaide was stratified by gender, residency status and academic record then randomised into 2 groups of 64 and 63 students. Each group received consecutive 40-minute lectures on two clinical topics. One group received the EVS for both topics. The other group received traditional teaching only. Evaluation was undertaken with two, 15-question multiple-choice questionnaires (MCQ) assessing knowledge and problem solving and undertaken as a written paper immediately before and after the lectures and repeated online 8–12 weeks later. Standardised institutional student questionnaires were completed for each lecture and independent observers assessed student behaviour during the lectures. Lecturer's opinions were assessed by a questionnaire developed for this study. Results Two-thirds of students randomised to EVS and 59% of students randomised to traditional lectures attended. One-half of the students in the EVS group and 41% in the traditional group completed all questionnaires. There was no difference in MCQ scores between EVS and traditional lectures (p = 0.785). The cervical cancer lectures showed higher student ranking in favour of EVS in all parameters. The breast cancer lectures showed higher ranking in favour of traditional lectures in 5 of 7 parameters (p < 0.001). The observed higher-order lecturer-students interactions were increased in the EVS lecture for one lecturer and reduced for the other. Both lecturers felt that the EVS lectures were difficult to prepare, that they were able to keep to time in the traditional lectures, that the educational value of both lecture styles was similar, and that they were
Monte Carlo Techniques for Nuclear Systems - Theory Lectures

DOE Office of Scientific and Technical Information (OSTI.GOV)

Brown, Forrest B.

These are lecture notes for a Monte Carlo class given at the University of New Mexico. The following topics are covered: course information; nuclear eng. review & MC; random numbers and sampling; computational geometry; collision physics; tallies and statistics; eigenvalue calculations I; eigenvalue calculations II; eigenvalue calculations III; variance reduction; parallel Monte Carlo; parameter studies; fission matrix and higher eigenmodes; doppler broadening; Monte Carlo depletion; HTGR modeling; coupled MC and T/H calculations; fission energy deposition. Solving particle transport problems with the Monte Carlo method is simple - just simulate the particle behavior. The devil is in the details, however. Thesemore » lectures provide a balanced approach to the theory and practice of Monte Carlo simulation codes. The first lectures provide an overview of Monte Carlo simulation methods, covering the transport equation, random sampling, computational geometry, collision physics, and statistics. The next lectures focus on the state-of-the-art in Monte Carlo criticality simulations, covering the theory of eigenvalue calculations, convergence analysis, dominance ratio calculations, bias in Keff and tallies, bias in uncertainties, a case study of a realistic calculation, and Wielandt acceleration techniques. The remaining lectures cover advanced topics, including HTGR modeling and stochastic geometry, temperature dependence, fission energy deposition, depletion calculations, parallel calculations, and parameter studies. This portion of the class focuses on using MCNP to perform criticality calculations for reactor physics and criticality safety applications. It is an intermediate level class, intended for those with at least some familiarity with MCNP. Class examples provide hands-on experience at running the code, plotting both geometry and results, and understanding the code output. The class includes lectures & hands-on computer use for a variety of Monte Carlo
Using Paper Presentation Breaks during Didactic Lectures Improves Learning of Physiology in Undergraduate Students

ERIC Educational Resources Information Center

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-01-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were…
A Survey of First-Year Biology Student Opinions Regarding Live Lectures and Recorded Lectures as Learning Tools

ERIC Educational Resources Information Center

Simcock, D. C.; Chua, W. H.; Hekman, M.; Levin, M. T.; Brown, S.

2017-01-01

A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the…
PDF Lecture Materials for Online and ``Flipped'' Format Astronomy Courses

NASA Astrophysics Data System (ADS)

Kary, D. M.; Eisberg, J.

2013-04-01

Online astronomy courses typically rely on students reading the textbook and/or a set of text-based lecture notes to replace the “lecture” material. However, many of our students report that this is much less engaging than in-person lectures, especially given the amount of interactive work such as “think-pair-share” problems done in many astronomy classes. Students have similarly criticized direct lecture-capture. To address this, we have developed a set of PowerPoint-style presentations with embedded lecture audio combined with prompts for student interaction including think-pair-share questions. These are formatted PDF packages that can be used on a range of different computers using free software. The presentations are first developed using Microsoft PowerPoint software. Audio recordings of scripted lectures are then synchronized with the presentations and the entire package is converted to PDF using Adobe Presenter. This approach combines the ease of editing that PowerPoint provides along with the platform-independence of PDF. It's easy to add, remove, or edit individual slides as needed, and PowerPoint supports internal links so that think-pair-share questions can be inserted with links to feedback based on the answers selected. Modern PDF files support animated visuals with synchronized audio and they can be read using widely available free software. Using these files students in an online course can get many of the benefits of seeing and hearing the course material presented in an in-person lecture format. Students needing extra help in traditional lecture classes can use these presentations to help review the materials covered in lecture. Finally, the presentations can be used in a “flipped” format in which students work through the presentations outside of class time while spending the “lecture” time on in-class interaction.
Lecture-Recording Technology in Higher Education: Exploring Lecturer and Student Views across the Disciplines

ERIC Educational Resources Information Center

Dona, Kulari Lokuge; Gregory, Janet; Pechenkina, Ekaterina

2017-01-01

This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study's focus is on how "traditional" students (generally characterised as young, enrolled full-time and…
Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students.

PubMed

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-03-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group (P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group (P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture (P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology. Copyright © 2016 The American Physiological Society.
A Lab-Based, Lecture-Free General Physics Course

NASA Astrophysics Data System (ADS)

Schneider, Mark B.

1997-04-01

The past four years have seen the development of a discovery style, lecture-free, lab-based General Physics course at Grinnell College. Similar in spirit to Priscilla Laws' Workshop Physics (P. Laws, Physics Today, Dec. 1991, p. 24.), this course is a calculus- based, two-semester sequence, which is offered in parallel with more conventional lecture sections, allowing students choice of pedagogical styles. This new course is taught without a text, allowing a somewhat atypical ordering of topics and the early inclusion of a modern introduction to quantum and statistical mechanics. A complete set of laboratory materials was developed at Grinnell for this course, with activities considerably different in most cases than Laws' activities. A quick overview of the pedagogical style and topics covered will be given, and then several specific activities will be described in greater detail. The course has been shown to be a popular and viable alternative to the more conventional sections for majors and non-majors; ongoing efforts to assess the course will be described, especially those that make comparisons between this course and more conventional sections.
Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum.

PubMed

Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

2016-01-01

Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives.
Do not Lose Your Students in Large Lectures: A Five-Step Paper-Based Model to Foster Students’ Participation

PubMed Central

Aburahma, Mona Hassan

2015-01-01

Like most of the pharmacy colleges in developing countries with high population growth, public pharmacy colleges in Egypt are experiencing a significant increase in students’ enrollment annually due to the large youth population, accompanied with the keenness of students to join pharmacy colleges as a step to a better future career. In this context, large lectures represent a popular approach for teaching the students as economic and logistic constraints prevent splitting them into smaller groups. Nevertheless, the impact of large lectures in relation to student learning has been widely questioned due to their educational limitations, which are related to the passive role the students maintain in lectures. Despite the reported feebleness underlying large lectures and lecturing in general, large lectures will likely continue to be taught in the same format in these countries. Accordingly, to soften the negative impacts of large lectures, this article describes a simple and feasible 5-step paper-based model to transform lectures from a passive information delivery space into an active learning environment. This model mainly suits educational establishments with financial constraints, nevertheless, it can be applied in lectures presented in any educational environment to improve active participation of students. The components and the expected advantages of employing the 5-step paper-based model in large lectures as well as its limitations and ways to overcome them are presented briefly. The impact of applying this model on students’ engagement and learning is currently being investigated. PMID:28975906

A Study of the Use of Twitter by Students for Lecture Engagement and Discussion

ERIC Educational Resources Information Center

Tiernan, Peter

2014-01-01

Research indicates that student engagement with lectures, and participation in discussion and debate, greatly improve their learning and experience of University. The nature of some lectures means they can lack opportunities for interaction and active learning. For this reason it can be difficult for some students, especially students new to…
Stylistic Variations in Science Lectures: Teaching Vocabulary.

ERIC Educational Resources Information Center

Jackson, Jane; Bilton, Linda

1994-01-01

Twenty lectures by native speaker geology lecturers to nonnative speaker students were transcribed, and 921 instances of vocabulary elaboration were coded into a computer database according to 20 linguistic features. Analysis revealed noticeable variation among lecturers in language range/technicality, vocabulary elaboration, signalling, and use…
Lecturing with a Virtual Whiteboard

NASA Astrophysics Data System (ADS)

Milanovic, Zoran

2006-09-01

Recent advances in computer technology, word processing software, and projection systems have made traditional whiteboard lecturing obsolete. Tablet personal computers connected to display projectors and running handwriting software have replaced the marker-on-whiteboard method of delivering a lecture. Since the notes can be saved into an electronic file, they can be uploaded to a class website to be perused by the students later. This paper will describe the author's experiences in using this new technology to deliver physics lectures at an engineering school. The benefits and problems discovered will be reviewed and results from a survey of student opinions will be discussed.
Combining podcasts, online lectures and workshops to promote student engagement

NASA Astrophysics Data System (ADS)

Quinton, John

2010-05-01

• Students looking blankly into space. • Numbers of students attending lectures falling. • Only a small group of students engaging in discussion. • Few students reading the additional papers that I had recommended. These statements summarise the situation I found myself in 2007 while teaching a final year course in Environmental Risk Assessment. I wanted the students to engage more fully but recognised that this was difficult with a class of around eighty students. So I decided that the following year I would move away from the lecture-practical paradigm and into the new world of online lectures and podcasting. However, delivering solely through online lectures didn't ensure that the students would engage with the material, so the online lectures were incorporated into a series of workshops. The idea was that prior to the workshop the student would watch the lecture, read the recommended papers and come along to discuss them and carry out some form of activity before taking an online test. The tests were designed to be simple: if the student had done the reading, watched the lectures and participated in the workshops then 100% was achievable. Alongside the workshops I kept my numerical risk assessment exercise, based on modelling soil erosion in a small catchment, which constituted most of the assessment, running as it had in previous years. So did it work? Overall the module was well received getting mostly positive feedback Most students watched the online lectures and many commented positively on the experience. The ability to watch the lecture when they wanted and to rewind the lecture so that they could go over the material again was a popular feature. However, a few students missed the opportunity to ask questions during the lecture or had problems with internet access off campus. Students also read more than in a typical module although one student complained that there was too much reading. Generally the workshop element was well received with most
Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

PubMed Central

Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

2016-01-01

Purpose Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students’ questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. PMID:26793014
[Postdoctoral lecturer thesis in medicine: academic competence or career booster?].

PubMed

Sorg, H; Betzler, C; Grieswald, C; Schwab, C G G; Tilkorn, D J; Hauser, J

2016-06-01

The postdoctoral lecturer thesis in medicine represents an essential success factor for the career of a physician; however, there is controversial discussion on whether this reflects academic competence or is more a career booster. In this context we conducted a survey among postdoctoral medical lecturers with the aim to evaluate the significance of this qualification. The online survey was performed using a questionnaire requesting biographical parameters and subjective ratings of topics concerning the postdoctoral lecturer thesis. Overall 628 questionnaires were included in the study. The significance of the postdoctoral qualification was rated high in 68.6 % and was seen to be necessary for professional advancement in 71.0 %. The chances of obtaining a full professorship after achieving a postdoctoral qualification were rated moderate to low (68.1 %); nevertheless, 92.3 % would do it again and 86.5 % would recommend it to colleagues. Accordingly, 78.8 % were against its abolishment. Wishes for reforms included standardized federal regulations, reduced dependency on professors and more transparency. The postdoctoral lecturer qualification in medicine is highly valued and the majority of responders did not want it to be abolished. Although the chances for a full professorship were only rated low, successful graduation seems to be beneficial for the career; however, there is a need for substantial structural and international changes.
Investigating Veterinary Medicine Faculty Perceptions of Lecture Capture: Issues, Concerns, and Promises.

PubMed

Kwiatkowski, Alison C; Demirbilek, Muhammet

Lecture capture technology is becoming more pervasive in today's classrooms. Students are demanding their lectures be recorded, but many instructors remain resistant. The goal of this study was to investigate faculty perceptions of lecture capture and to understand their concerns with the technology. Through a review of the existing literature, three common reasons for not recording were identified: impact on class attendance, incompatible pedagogy, and technical concerns. To test the hypotheses, an electronic survey was created and distributed to the faculty of a veterinary college in the southeastern US. The survey included both quantitative and qualitative questions. An invitation was emailed to all 134 faculty members, garnering 50 responses. Results were consistent with the hypotheses. Impact on class attendance, teaching styles, and technical considerations have dissuaded many instructors from adopting lecture capture technology. However, a fourth theme that emerged was faculty lack of awareness/familiarity. According to the qualitative responses, many faculty either did not know lecture recording was available in their teaching spaces or were not trained in how to use the technology. Recommendations for future research include distributing the survey campus-wide and providing more opportunities for faculty training. It would also be worthwhile to repeat the survey after providing more information and training materials to faculty, or after switching from an opt-in to an opt-out approach, to see whether perceptions have changed among the college's faculty.
The Magic of Magic: The Effect of Magic Tricks on Subsequent Engagement with Lecture Material

ERIC Educational Resources Information Center

Moss, Simon A.; Irons, Melanie; Boland, Martin

2017-01-01

Background and aims: Lecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures.…
Evaluation of doctors’ performance as facilitators in basic medical science lecture classes in a new Malaysian medical school

PubMed Central

Ismail, Salwani; Salam, Abdus; Alattraqchi, Ahmed G; Annamalai, Lakshmi; Chockalingam, Annamalai; Elena, Wan Putri; Rahman, Nor Iza A; Abubakar, Abdullahi Rabiu; Haque, Mainul

2015-01-01

Background Didactic lecture is the oldest and most commonly used method of teaching. In addition, it is considered one of the most efficient ways to disseminate theories, ideas, and facts. Many critics feel that lectures are an obsolete method to use when students need to perform hands-on activities, which is an everyday need in the study of medicine. This study evaluates students’ perceptions regarding lecture quality in a new medical school. Methods This was a cross-sectional study conducted of the medical students of Universiti Sultan Zainal Abidin. The study population was 468 preclinical medical students from years 1 and 2 of academic year 2012–2013. Data were collected using a validated instrument. There were six different sections of questions using a 5-point Likert scale. The data were then compiled and analyzed, using SPSS version 20. Results The response rate was 73%. Among 341 respondents, 30% were male and 70% were female. Eighty-five percent of respondents agree or strongly agree that the lectures had met the criteria with regard to organization of lecture materials. Similarly, 97% of students agree or strongly agree that lecturers maintained adequate voices and gestures. Conclusion Medical students are quite satisfied with the lecture classes and the lectures. However, further research is required to identify student-centered teaching and learning methods to promote active learning. PMID:25878516
Evaluation of doctors' performance as facilitators in basic medical science lecture classes in a new Malaysian medical school.

PubMed

Ismail, Salwani; Salam, Abdus; Alattraqchi, Ahmed G; Annamalai, Lakshmi; Chockalingam, Annamalai; Elena, Wan Putri; Rahman, Nor Iza A; Abubakar, Abdullahi Rabiu; Haque, Mainul

2015-01-01

Didactic lecture is the oldest and most commonly used method of teaching. In addition, it is considered one of the most efficient ways to disseminate theories, ideas, and facts. Many critics feel that lectures are an obsolete method to use when students need to perform hands-on activities, which is an everyday need in the study of medicine. This study evaluates students' perceptions regarding lecture quality in a new medical school. This was a cross-sectional study conducted of the medical students of Universiti Sultan Zainal Abidin. The study population was 468 preclinical medical students from years 1 and 2 of academic year 2012-2013. Data were collected using a validated instrument. There were six different sections of questions using a 5-point Likert scale. The data were then compiled and analyzed, using SPSS version 20. The response rate was 73%. Among 341 respondents, 30% were male and 70% were female. Eighty-five percent of respondents agree or strongly agree that the lectures had met the criteria with regard to organization of lecture materials. Similarly, 97% of students agree or strongly agree that lecturers maintained adequate voices and gestures. Medical students are quite satisfied with the lecture classes and the lectures. However, further research is required to identify student-centered teaching and learning methods to promote active learning.
How We Think and Learn. Lecture Series.

ERIC Educational Resources Information Center

National Learning Center, Washington, DC.

A lecture series was conducted in 1989 to present information on learning theories by learning theorists. This document contains short texts of the lectures; full texts are available on request. In lecture 1, Robert Chase discusses educational reform and Bonnie Guiton examines educational goals from the perspective of White House policy. In…
Clickers and Formative Feedback at University Lectures

ERIC Educational Resources Information Center

Egelandsdal, Kjetil; Krumsvik, Rune Johan

2017-01-01

Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in "qualitative methods" for first year psychology students, we used SRS to…
Students' Summaries of Mathematical Lectures: Comparing the Discourse of Students with the Discourse of Lectures

ERIC Educational Resources Information Center

Österholm, Magnus

2012-01-01

This study focuses on a distinction between process- and object-oriented discourses when characterising the discourse of university students' summaries of lectures and examining connections between students' discourse and the discourse of lectures. Results show that students' discourse in general tends to be process-oriented, by their use of…
[Discussion of the Application of Micro-lecture in the Clinical Training  of Thoracic Surgery].

PubMed

Li, Xiaofei; Lei, Jie

2018-04-20

Today, with the rapid development of network information technology, the micro-lecture plays a role in the teaching activities is becoming more and more important. The short and efficient teaching content of micro-lecture can be downloaded rapidly, expediently, and repeatedly, which improve the learning efficiency and independent learning capability. The clinical training of thoracic surgery elementarily remains at the scrabble stage. We require continuous reform and introduce new modes of teaching, which compatible with the development of society and the study habits of novice, to enhance the effectiveness of clinical training. In this paper, the concept, characteristic and advantage of micro-lecture was discussed, and the feasibility of application of micro-lecture in thoracic surgery teaching was also discussed. Our aim was to promote the application of micro-lecture in the clinical training of thoracic surgery reasonable and extensive. .
Characterization of Catch-Up Behavior: Accession of Lecture Capture Videos Following Student Absenteeism

ERIC Educational Resources Information Center

Brady, Magen; Wong, Rachel; Newton, Genevieve

2013-01-01

The use of lecture capture in higher education is becoming increasingly widespread, with many instructors now providing digital videos of lecture content that can be used by students as learning resources in a variety of ways, including to catch up on material after a class absence. Despite accumulating research regarding the relationship between…
Metaphor Use in Three UK University Lectures

ERIC Educational Resources Information Center

Low, Graham; Littlemore, Jeannette; Koester, Almut

2008-01-01

It has been claimed in recent years that, on the one hand, metaphor occurs in UK university lectures in ways that are likely to confuse ESL learners (Littlemore 2001, 2003) and on the other hand that US lecturers use it in highly structured ways, particularly involving linked clusters, to help organize the lecture and indicate the opinions of the…
Learning in Lectures: Multiple Representations

ERIC Educational Resources Information Center

Wood, Leigh N.; Joyce, Sadhbh; Petocz, Peter; Rodd, Melissa

2007-01-01

Lectures remain the lynchpin of mathematics teaching at university even with advances in information technology and access to the internet. This paper examines the requirements for learning mathematics and shows how important it is for lecturers to be aware of the different modes of presentation they are using. Ways to assist students to make the…
Integrating Collaborative Learning Groups in the Large Enrollment Lecture

NASA Astrophysics Data System (ADS)

Adams, J. P.; Brissenden, G.; Lindell Adrian, R.; Slater, T. F.

1998-12-01

Recent reforms for undergraduate education propose that students should work in teams to solve problems that simulate problems that research scientists address. In the context of an innovative large-enrollment course at Montana State University, faculty have developed a series of 15 in-class, collaborative learning group activities that provide students with realistic scenarios to investigate. Focusing on a team approach, the four principle types of activities employed are historical, conceptual, process, and open-ended activities. Examples of these activities include classifying stellar spectra, characterizing galaxies, parallax measurements, estimating stellar radii, and correlating star colors with absolute magnitudes. Summative evaluation results from a combination of attitude surveys, astronomy concept examinations, and focus group interviews strongly suggest that, overall, students are learning more astronomy, believe that the group activities are valuable, enjoy the less-lecture course format, and have significantly higher attendance rates. In addition, class observations of 48 self-formed, collaborative learning groups reveal that female students are more engaged in single-gender learning groups than in mixed gender groups.
Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.

PubMed

Marshall, Leisa L; Nykamp, Diane L; Momary, Kathryn M

2014-12-15

To compare the impact of 2 different teaching and learning methods on student mastery of learning objectives in a pharmacotherapy module in the large classroom setting. Two teaching and learning methods were implemented and compared in a required pharmacotherapy module for 2 years. The first year, multiple interactive mini-cases with inclass individual assessment and an abbreviated lecture were used to teach osteoarthritis; a traditional lecture with 1 inclass case discussion was used to teach gout. In the second year, the same topics were used but the methods were flipped. Student performance on pre/post individual readiness assessment tests (iRATs), case questions, and subsequent examinations were compared each year by the teaching and learning method and then between years by topic for each method. Students also voluntarily completed a 20-item evaluation of the teaching and learning methods. Postpresentation iRATs were significantly higher than prepresentation iRATs for each topic each year with the interactive mini-cases; there was no significant difference in iRATs before and after traditional lecture. For osteoarthritis, postpresentation iRATs after interactive mini-cases in year 1 were significantly higher than postpresentation iRATs after traditional lecture in year 2; the difference in iRATs for gout per learning method was not significant. The difference between examination performance for osteoarthritis and gout was not significant when the teaching and learning methods were compared. On the student evaluations, 2 items were significant both years when answers were compared by teaching and learning method. Each year, students ranked their class participation higher with interactive cases than with traditional lecture, but both years they reported enjoying the traditional lecture format more. Multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format, regardless of
Practical strategies for effective lectures.

PubMed

Lenz, Peter H; McCallister, Jennifer W; Luks, Andrew M; Le, Tao T; Fessler, Henry E

2015-04-01

Lecturing is an essential teaching skill for scientists and health care professionals in pulmonary, critical care, and sleep medicine. However, few medical or scientific educators have received training in contemporary techniques or technology for large audience presentation. Interactive lecturing outperforms traditional, passive-style lecturing in educational outcomes, and is being increasingly incorporated into large group presentations. Evidence-based techniques range from the very simple, such as inserting pauses for audience discussion, to more technologically advanced approaches such as electronic audience response systems. Alternative software platforms such as Prezi can overcome some of the visual limits that the ubiquitous PowerPoint imposes on complex scientific narratives, and newer technology formats can help foster the interactive learning environment. Regardless of the technology, adherence to good principles of instructional design, multimedia learning, visualization of quantitative data, and informational public speaking can improve any lecture. The storyline must be clear, logical, and simplified compared with how it might be prepared for scientific publication. Succinct outline and summary slides can provide a roadmap for the audience. Changes of pace, and summaries or other cognitive breaks inserted every 15-20 minutes can renew attention. Graphics that emphasize clear, digestible data graphs or images over tables, and simple, focused tables over text slides, are more readily absorbed. Text slides should minimize words, using simple fonts in colors that contrast to a plain background. Adherence to these well-established principles and addition of some new approaches and technologies will yield an engaging lecture worth attending.

Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load.

PubMed

Marei, Hesham F; Donkers, Jeroen; Al-Eraky, Mohamed M; Van Merrienboer, Jeroen J G

2018-05-25

The use of virtual patients (VPs), due to their high complexity and/or inappropriate sequencing with other instructional methods, might cause a high cognitive load, which hampers learning. To investigate the efficiency of instructional methods that involved three different applications of VPs combined with lectures. From two consecutive batches, 171 out of 183 students have participated in lecture and VPs sessions. One group received a lecture session followed by a collaborative VPs learning activity (collaborative deductive). The other two groups received a lecture session and an independent VP learning activity, which either followed the lecture session (independent deductive) or preceded it (independent inductive). All groups were administrated written knowledge acquisition and retention tests as well as transfer tests using two new VPs. All participants completed a cognitive load questionnaire, which measured intrinsic, extraneous and germane load. Mixed effect analysis of cognitive load and efficiency using the R statistical program was performed. The highest intrinsic and extraneous load was found in the independent inductive group, while the lowest intrinsic and extraneous load was seen in the collaborative deductive group. Furthermore, comparisons showed a significantly higher efficiency, that is, higher performance in combination with lower cognitive load, for the collaborative deductive group than for the other two groups. Collaborative use of VPs after a lecture is the most efficient instructional method, of those tested, as it leads to better learning and transfer combined with lower cognitive load, when compared with independent use of VPs, either before or after the lecture.
The Impact of Online Lecture Recordings on Student Performance

ERIC Educational Resources Information Center

Williams, Andrew; Birch, Elisa; Hancock, Phil

2012-01-01

The use of online lecture recordings as a supplement to physical lectures is an increasingly popular tool at many universities. This paper combines survey data with student record data for students in a "Microeconomics Principles" class to examine the relative effects of lecture attendance and online lecture recordings. The main finding…
Factors Shaping Mathematics Lecturers' Service Teaching in Different Departments

ERIC Educational Resources Information Center

Bingolbali, E.; Ozmantar, M. F.

2009-01-01

In this article we focus on university lecturers' approaches to the service teaching and factors that influence their approaches. We present data obtained from the interviews with 19 mathematics and three physics lecturers along with the observations of two mathematics lecturers' calculus courses. The findings show that lecturers' approaches to…
CMSC-130 Introductory Computer Science, Lecture Notes

DTIC Science & Technology

1993-07-01

Introductory Computer Science lecture notes are used in the classroom for teaching CMSC 130, an introductory computer science course , using the ...Unit Testing 2. The Syntax Of Subunits Will Be Studied In The Subsequent Course CMSC130 -5- Lecture 11 TOP-DOWN TESTING Data Processor Procedure...used in the preparation of these lecture notes: Reference Manual For The Ada Prosramming Language, ANSI/MIL-STD
How Much Do Our Students Learn by Attending Lectures?

ERIC Educational Resources Information Center

Sistek, Vladimir

Considerations that affect the type of teaching method employed in undergraduate studies and medical schools are addressed, with attention to the current emphasis on the lecture method and alternative educational experiences that require students to be active, independent learners and problem solvers. Perceived academic priorities and the…
The Educational Activities of the Astronomical Society of the Pacific.

ERIC Educational Resources Information Center

Fraknoi, Andrew

1981-01-01

Describes educational activities of the Astronomical Society of the Pacific including learning packets on various astronomy concepts, Morrison lectures, newspaper columns, teacher workshops, cosponsoring astronomy oriented lectures, and providing speakers for various groups. (DS)
Not another boring lecture: engaging learners with active learning techniques.

PubMed

Wolff, Margaret; Wagner, Mary Jo; Poznanski, Stacey; Schiller, Jocelyn; Santen, Sally

2015-01-01

Core content in Emergency Medicine Residency Programs is traditionally covered in didactic sessions, despite evidence suggesting that learners do not retain a significant portion of what is taught during lectures. We describe techniques that medical educators can use when leading teaching sessions to foster engagement and encourage self-directed learning, based on current literature and evidence about learning. When these techniques are incorporated, sessions can be effective in delivering core knowledge, contextualizing content, and explaining difficult concepts, leading to increased learning. Copyright © 2015 Elsevier Inc. All rights reserved.
Forum: The Lecture and Student Learning. The Lost Art of Lecturing: Cultivating Student Listening and Notetaking

ERIC Educational Resources Information Center

Meyer, Kevin R.; Hunt, Stephen K.

2017-01-01

As this forum's call for papers notes, lecture represents one of the more "controversial forms of instructional communication," yet remains a predominant instructional method in academia. Ironically, instructors face increasing pressure to abandon lecture at a time when these classes are popular and students readily enroll in lecture…
Continuous Enhancement of Science Teachers' Knowledge and Skills through Scientific Lecturing.

PubMed

Azevedo, Maria-Manuel; Duarte, Sofia

2018-01-01

Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools. We evaluated the effectiveness of a training activity consisting of lectures covering environmental and health sciences conducted by scientists/academic teachers. The outcomes of this educational study were evaluated using a survey with several questions about environmental and health scientific topics. Responses to the survey were analyzed before and after the implementation of the scientific lectures. Our results showed that Basic and Secondary schools teachers' knowledge was greatly improved after the lectures. The teachers under training felt that these scientific lectures have positively impacted their current knowledge and awareness on several up-to-date scientific topics, as well as their teaching methods. This study emphasizes the importance of continuing teacher education concerning knowledge and awareness about health and environmental education.
Forum: The Lecture and Student Learning. Sage on the Stage or Bore at the Board?

ERIC Educational Resources Information Center

Kramer, Michael W.

2017-01-01

This brief forum article reviews texts on lectures and reveals that not much has changed on this topic. What has happened over the years is that lectures have often been maligned and alternatives that promote student engagement, active learning, and experiential learning have been promoted as the (only) way to reach today's students. The use of…
A randomized trial comparing digital and live lecture formats [ISRCTN40455708.

PubMed

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-11-29

Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting.
A randomized trial comparing digital and live lecture formats [ISRCTN40455708

PubMed Central

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-01-01

Background Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Methods Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. Results There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. Conclusions This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting. PMID:15569389
Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning

NASA Astrophysics Data System (ADS)

Kapon, Shulamit; Ganiel, Uri; Eylon, Bat Sheva

2011-12-01

This paper describes a teaching experiment designed to examine the learning (i.e., retention of content and conceptual development) that takes place when public scientific web lectures delivered by scientists are utilized to present advanced ideas in physics to students with a high school background in physics. The students watched an exemplary public physics web lecture that was followed by a collaborative generic activity session. The collaborative session involved a guided critical reconstruction of the main arguments in the lecture, and a processing of the key analogical explanations. Then the students watched another exemplary web lecture on a different topic. The participants (N=14) were divided into two groups differing only in the order in which the lectures were presented. The students’ discussions during the activities show that they were able to reason and demonstrate conceptual progress, although the physics ideas in the lectures were far beyond their level in physics. The discussions during the collaborative session contributed significantly to the students’ understanding. We illustrate this point through an analysis of one of these discussions between two students on an analogical explanation of the Aharonov-Bohm effect that was presented in one of the lectures. The results from the tests that were administered to the participants several times during the intervention further support this contention.
David Haussler, Ph.D., Lectures on Cancer Genomics - TCGA

Cancer.gov

In this lecture, Dr. David Haussler provides a historical overview of the field of genomics leading up to TCGA, including the Cancer Genomics Hub at the University of California, Santa Cruz, and the TCGA Pan-Cancer initiative.
The "Work" of Lecturing in High School Chemistry

ERIC Educational Resources Information Center

Hwang, SungWon; Roth, Wolff-Michael

2013-01-01

Lecturing is an important aspect of the culture of science education. Perhaps because of the negative associations constructivist educators make with lecturing, little research has been done concerning the generally invisible aspects of the (embodied, lived) "work" that is required. Traditional research on science lectures focuses on…
[Can medical students' motivation for a course of basic physiology education integrating into lectures some active learning methods be improved?

PubMed

Bentata, Yassamine; Delfosse, Catherine

2017-01-01

Students' motivation is a critical component of learning and students' perception of activity value is one of the three major components of their motivation. How can we make students perceive the usefulness and the interest of their university courses while increasing their motivation? The aim of our study was to determine students' perception of basic physiology education value and to assess the impact of lecture integration into some active learning methods on the motivation of the students of the first cycle of Medicine in a junior faculty. We conducted a prospective study, involving the students in their second year of medical studies. At first, we assessed students' motivation for university courses through a first questionnaire, after we integrated two educational activities: the case study and the realization of a conceptual map for the lectures of the physiology module and then we evaluated, through a second questionnaire, the impact of these two activities on students' motivation. Out of 249 students in their second year of medical studies 131 and 109 students have completed and returned the 1st and 2nd questionnaire respectively. Overall students' motivation for their university courses was very favorable, even if the motivation for physiology course (70.8%) was slightly lower than for all the courses (80%). Our students enjoyed the two proposed activities and only 13% (for the case study) and 16.8% (for the map) were not satisfied. 40.9% of students completed a conceptual map whose quality judged on the identification of concepts and of the links between concepts was globally satisfactory for a first experience. Students' motivation is influenced by multiple internal and external factors and is a big problem in the university environment. In this context, a rigorous planning of diversified and active educational activities is one of the main gateways for teacher to encourage motivation.
Evaluating the Effectiveness of the Lecture versus Independent Study.

ERIC Educational Resources Information Center

DaRosa, Debra A.; And Others

1991-01-01

The impacts of independent study and the lecture approach on student test scores and study time were compared for 205 medical students studying surgery. Learning objective, multiple-choice, and essay questions were developed for selected topics related to surgery. Findings support increased individual active learning strategies and decreased…
A comparison of two differential methods for nutrition education in elementary school: lecture-and experience-based learning program.

PubMed

Jung, Lan-Hee; Choi, Jeong-Hwa; Bang, Hyun-Mi; Shin, Jun-Ho; Heo, Young-Ran

2015-02-01

This research was conducted to compare lecture-and experience-based methods of nutritional education as well as provide fundamental data for developing an effective nutritional education program in elementary schools. A total of 110 students in three elementary schools in Jeollanam-do were recruited and randomly distributed in lecture-and experience-based groups. The effects of education on students' dietary knowledge, dietary behaviors, and dietary habits were analyzed using a pre/post-test. Lecture-and experience-based methods did not significantly alter total scores for dietary knowledge in any group, although lecture-based method led to improvement for some detailed questions. In the experience-based group, subjects showed significant alteration of dietary behaviors, whereas lecture-based method showed alteration of dietary habits. These outcomes suggest that lecture-and experience-based methods led to differential improvement of students' dietary habits, behaviors, and knowledge. To obtain better nutritional education results, both lectures and experiential activities need to be considered.
Cooperative learning combined with short periods of lecturing: A good alternative in teaching biochemistry.

PubMed

Fernández-Santander, Ana

2008-01-01

The informal activities of cooperative learning and short periods of lecturing has been combined and used in the university teaching of biochemistry as part of the first year course of Optics and Optometry in the academic years 2004-2005 and 2005-2006. The lessons were previously elaborated by the teacher and included all that is necessary to understand the topic (text, figures, graphics, diagrams, pictures, etc.). Additionally, a questionnaire was prepared for every chapter. All lessons contained three parts: objectives, approach and development, and the assessment of the topic. Team work, responsibility, and communication skills were some of the abilities developed with this new methodology. Students worked collaboratively in small groups of two or three following the teacher's instructions with short periods of lecturing that clarified misunderstood concepts. Homework was minimized. On comparing this combined methodology with the traditional one (only lecture), students were found to exhibit a higher satisfaction with the new method. They were more involved in the learning process and had a better attitude toward the subject. The use of this new methodology showed a significant increase in the mean score of the students' academic results. The rate of students who failed the subject was significantly inferior in comparison with those who failed in the previous years when only lecturing was applied. This combined methodology helped the teacher to observe the apprenticeship process of students better and to act as a facilitator in the process of building students' knowledge. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.
The impact of lecture attendance and other variables on how medical students evaluate faculty in a preclinical program.

PubMed

Martin, Stanley I; Way, David P; Verbeck, Nicole; Nagel, Rollin; Davis, John A; Vandre, Dale D

2013-07-01

High-quality audiovisual recording technology enables medical students to listen to didactic lectures without actually attending them. The authors wondered whether in-person attendance affects how students evaluate lecturers. This is a retrospective review of faculty evaluations completed by first- and second-year medical students at the Ohio State University College of Medicine during 2009-2010. Lecture-capture technology was used to record all lectures. Attendance at lectures was optional; however, all students were required to complete lecturer evaluation forms. Students rated overall instruction using a five-option response scale. They also reported their attendance. The authors used analysis of variance to compare the lecturer ratings of attendees versus nonattendees. The authors included additional independent variables-year of student, student grade/rank in class, and lecturer degree-in the analysis. The authors analyzed 12,092 evaluations of 220 lecturers received from 358 students. The average number of evaluations per lecturer was 55. Seventy-four percent (n = 8,968 evaluations) of students attended the lectures they evaluated, whereas 26% (n = 3,124 evaluations) viewed them online. Mean lecturer ratings from attendees was 3.85 compared with 3.80 by nonattendees (P ≤ .05; effect size: 0.055). Student's class grade and year, plus lecturer degree, also affected students' evaluations of lecturers (effect sizes: 0.055-0.3). Students' attendance at lectures, year, and class grade, as well as lecturer degree, affect students' evaluation of lecturers. This finding has ramifications on how student evaluations should be collected, interpreted, and used in promotion and tenure decisions in this evolving medical education environment.

The Effect of Instant Messaging on Lecture Retention

ERIC Educational Resources Information Center

McVaugh, Nathan Kant

2012-01-01

The impact of instant message interruptions via computer on immediate lecture retention for college students was examined. While watching a 24-minute video of a classroom lecture, students received various numbers of related-to-lecture ("Is consistent use of the eye contact method necessary for success?") versus not-related-to lecture…
Do-It-Yourself Whiteboard-Style Physics Video Lectures

ERIC Educational Resources Information Center

Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

2017-01-01

Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive…
The Art of the Lecture Revisited.

ERIC Educational Resources Information Center

Journal of Chemical Education, 1983

1983-01-01

Lecturing hints, periodic table, mechanistic approach to predicting inorganic reaction products for substitution reactions, reaction rates, spectroscopy, and entropy role change in establishing position of equilibrium for vaporization of water and synthesis of ammonia were topics of lectures presented at the Seventh Biennial Conference on Chemical…
Mathematics lecturing in the digital age

NASA Astrophysics Data System (ADS)

Trenholm, Sven; Alcock, Lara; Robinson, Carol L.

2012-09-01

In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed.
Should Undergraduate Lectures be Compulsory? The Views of Dental and Medical Students from a UK University

PubMed Central

Daud, Alaa; Bagria, Aaron; Shah, Kushal; Puryer, James

2017-01-01

Formal lectures have been a traditional part of medical and dental education, but there is debate as to their compulsory status. This study was designed to explore dental and medical students’ views on compulsory lectures and the use of Video-Recorded Lectures (VRL). A cross-sectional study of University of Bristol students in Years 2 to 4 was conducted using an online questionnaire. The majority of both dental (76%) and medical (66%) students felt lectures should be non-compulsory. The most common learning resources used by both dental and medical students were live lectures, lecture handouts and VRL. The majority of both dental (84%) and medical (88%) students used VRL. Most students attended lectures all of the time both before and after the introduction of VRL, even though most dental and medical students believe lectures should be non-compulsory. VRL is a popular learning resource. These findings tie-in with General Dental Council and General Medical Council recommendations that encourage self-directed learning. Dental and Medical schools should offer a range of learning resources and make use of current technology, including the use of VRL. PMID:29563421
Lecturing and Loving It: Applying the Information-Processing Model.

ERIC Educational Resources Information Center

Parker, Jonathan K.

1993-01-01

Discusses the benefits of lecturing, when done properly, in high schools. Describes the positive attributes of effective lecturers. Provides a human information-processing model applicable to the task of lecturing to students. (HB)
A multinational randomised study comparing didactic lectures with case scenario in a severe sepsis medical simulation course.

PubMed

Li, Chih-Huang; Kuan, Win-Sen; Mahadevan, Malcolm; Daniel-Underwood, Lynda; Chiu, Te-Fa; Nguyen, H Bryant

2012-07-01

Medical simulation has been used to teach critical illness in a variety of settings. This study examined the effect of didactic lectures compared with simulated case scenario in a medical simulation course on the early management of severe sepsis. A prospective multicentre randomised study was performed enrolling resident physicians in emergency medicine from four hospitals in Asia. Participants were randomly assigned to a course that included didactic lectures followed by a skills workshop and simulated case scenario (lecture-first) or to a course that included a skills workshop and simulated case scenario followed by didactic lectures (simulation-first). A pre-test was given to the participants at the beginning of the course, post-test 1 was given after the didactic lectures or simulated case scenario depending on the study group assignment, then a final post-test 2 was given at the end of the course. Performance on the simulated case scenario was evaluated with a performance task checklist. 98 participants were enrolled in the study. Post-test 2 scores were significantly higher than pre-test scores in all participants (80.8 ± 12.0% vs 65.4 ± 12.2%, p<0.01). There was no difference in pre-test scores between the two study groups. The lecture-first group had significantly higher post-test 1 scores than the simulation-first group (78.8 ± 10.6% vs 71.6 ± 12.6%, p<0.01). There was no difference in post-test 2 scores between the two groups. The simulated case scenario task performance completion was 90.8% (95% CI 86.6% to 95.0%) in the lecture-first group compared with 83.8% (95% CI 79.5% to 88.1%) in the simulation-first group (p=0.02). A medical simulation course can improve resident physician knowledge in the early management of severe sepsis. Such a course should include a comprehensive curriculum that includes didactic lectures followed by simulation experience.
The Trieste Lecture of John Stewart Bell

NASA Astrophysics Data System (ADS)

Bassi, Angelo; Carlo Ghirardi, Gian

2007-03-01

extremely interesting historical record for all the participants who certainly shared with us a great admiration for this outstanding scientist and deep thinker. Accordingly, with the permission of the Abdus Salam International Centre for Theoretical Physics, and with thanks to the financial support of the Consorzio per la Fisica of the Trieste University, we have produced from the original record a DVD which has been given to all participants although, unfortunately, the video tape of the event was not particularly good. Taking into account that the participants to the meetings represented only a very small subset of those scientists who might be interested in hearing what John Bell said in probably his last lecture, we considered that it would be useful for the scientific community interested in foundational problems to publish the text of this lecture in order to make it accessible to everybody. The lecture was preceded by a presentation by the Chairman, Alain Aspect, which we have also included. Due to the aforementioned low quality of the recording it has not been easy to pass from the tape to the text we are presenting below, and we have to thank, for her precious collaboration, Dr Julia Filingeri who did most of the work, as well as Mrs Anne Gatti from ICTP, Professors Detlef Düurr and Sheldon Goldstein, and the staff of IOP Publishing who contributed in an essential way in deciphering some particularly difficult passages. Obviously, we take full responsibility for any possible inappropriate rendering of the original talk. We thank the Abdus Salam International Centre for Theoretical Physics for authorizing IOP Publishing to publish this important document. Some final remarks are in order. Firstly, we have put in square brackets parenthetical remarks that John made while reading sentences from his transparencies. We have also indicated by parenthetical ellipsis (...) very short parts of the speech (usually one word) which we have not been able to decipher. We have
The Effects of Lecture Diversity on Germane Load

ERIC Educational Resources Information Center

Costley, Jamie; Lange, Christopher

2017-01-01

An important aspect of MOOCs is the way students interact with video lectures. Instruction provided through video lectures should focus on ways to increase germane cognitive load, which directly contributes to learning. One approach that may lead to an increase of germane load may be to use video lectures with diverse forms of media, including…
Student Use of Mobile Devices in University Lectures

ERIC Educational Resources Information Center

Roberts, Neil; Rees, Michael

2014-01-01

Mobile devices are increasingly used by students in university lectures. This has resulted in controversy and the banning of mobile devices in some lectures. Although there has been some research into how students use laptop computers in lectures, there has been little investigation into the wider use of mobile devices. This study was designed to…
Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning

ERIC Educational Resources Information Center

Denker, Katherine J.

2013-01-01

Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn to large lecture/lab formats for the basic communication course (Stanley & Porter, 2002); instructors must understand how these classes engage students. One viable…
Students distracted by electronic devices perform at the same level as those who are focused on the lecture.

PubMed

Nalliah, Romesh P; Allareddy, Veerasathpurush

2014-01-01

Background. Little is known about the characteristics of internet distractions that students may engage in during lecture. The objective of this pilot study is to identify some of the internet-based distractions students engage in during in-person lectures. The findings will help identify what activities most commonly cause students to be distracted from the lecture and if these activities impact student learning. Methods. This study is a quasi-experimental pilot study of 26 students from a single institution. In the current study, one class of third-year students were surveyed after a lecture on special needs dentistry. The survey identified self-reported utilization patterns of "smart" devices during the lecture. Additionally, twelve quiz-type questions were given to assess the students' recall of important points in the lecture material that had just been covered. Results. The sample was comprised of 26 students. Of these, 17 were distracted in some form (either checking email, sending email, checking Facebook, or sending texts). The overall mean score on the test was 9.85 (9.53 for distracted students and 10.44 for non-distracted students). There were no significant differences in test scores between distracted and non-distracted students (p = 0.652). Gender and types of distractions were not significantly associated with test scores (p > 0.05). All students believed that they understood all the important points from the lecture. Conclusions. Every class member felt that they acquired the important learning points during the lecture. Those who were distracted by electronic devices during the lecture performed similarly to those who were not. However, results should be interpreted with caution as this study was a small quasi-experimental design and further research should examine the influence of different types of distraction on different types of learning.
How Do Nursing Students Use Digital Tools during Lectures?

PubMed

Sebri, Isabelle; Bartier, Jean-Claude; Pelaccia, Thierry

2016-01-01

Teachers often wonder what students are doing during lectures, behind their computers, mobile phones and other digital tools. This study aimed to document the type of tools used during lectures by nursing students and what they do with them. We carried out a descriptive, prospective, multicentre study including 1446 nursing students in Alsace (France). The students filled in an anonymous questionnaire at the end of a lesson they had just attended. 99% of the students had taken at least one digital tool to the lesson. 90% had a mobile phone with them. It was mainly used for entertainment (particularly for sending and/or receiving text messages and consulting emails). 52% had a laptop with them. It was essentially used for academic tasks (taking notes, working on other teaching units or revising for exams). Most nursing students take a phone or laptop to lectures with them with the intention of using them for entertainment and learning respectively. These results could guide training establishments in drafting their institutional policy concerning the use of digital tools in class.
How Do Nursing Students Use Digital Tools during Lectures?

PubMed Central

Sebri, Isabelle; Bartier, Jean-Claude

2016-01-01

Objectives Teachers often wonder what students are doing during lectures, behind their computers, mobile phones and other digital tools. This study aimed to document the type of tools used during lectures by nursing students and what they do with them. Methods We carried out a descriptive, prospective, multicentre study including 1446 nursing students in Alsace (France). The students filled in an anonymous questionnaire at the end of a lesson they had just attended. Results 99% of the students had taken at least one digital tool to the lesson. 90% had a mobile phone with them. It was mainly used for entertainment (particularly for sending and/or receiving text messages and consulting emails). 52% had a laptop with them. It was essentially used for academic tasks (taking notes, working on other teaching units or revising for exams). Conclusion Most nursing students take a phone or laptop to lectures with them with the intention of using them for entertainment and learning respectively. These results could guide training establishments in drafting their institutional policy concerning the use of digital tools in class. PMID:27812170
Reassessing the Value of University Lectures

ERIC Educational Resources Information Center

French, Sarah; Kennedy, Gregor

2017-01-01

This paper discusses the role of the lecture in contemporary higher education. Moving beyond the polarised perspectives that characterise recent debates on the subject, it considers both the potential problems and possible pedagogical, practical and social benefits of the lecture as a mode of teaching and learning. Through an examination of…
Overcoming the Drawbacks of the Large Lecture Class.

ERIC Educational Resources Information Center

Geske, Joel

1992-01-01

Techniques developed to improve student participation and student evaluation in a large-group college course in advertising include role playing in talk-show-style discussions of controversial issues, breaks in lectures to play a trivia game, a three-minute writing assignment, teacher movement among students, and changes in testing policies and…
In Situ Teaching: Fusing Labs & Lectures in Undergraduate Science Courses to Enhance Immersion in Scientific Research

PubMed Central

Round, Jennifer; Lom, Barbara

2015-01-01

Undergraduate courses in the life sciences at most colleges and universities are traditionally composed of two or three weekly sessions in a classroom supplemented with a weekly three-hour session in a laboratory. We have found that many undergraduates can have difficulty making connections and/or transferring knowledge between lab activities and lecture material. Consequently, we are actively developing ways to decrease the physical and intellectual divides between lecture and lab to help students make more direct links between what they learn in the classroom and what they learn in the lab. In this article we discuss our experiences teaching fused laboratory biology courses that intentionally blurred the distinctions between lab and lecture to provide undergraduates with immersive experiences in science that promote discovery and understanding. PMID:26240531
What Type of Lectures Students Want? - A Reaction Evaluation of Dental Students

PubMed Central

Roopa, Srinivasan; Geetha M, Bagavad; Rani, Anitha; Chacko, Thomas

2013-01-01

Introduction: An one hour didactic lecture is the common method of teaching in dental colleges in India. Lengthy lectures are boring and students are passive recipients of the information. Interactive lectures are suggested as a means of overcoming the disadvantages of regular lectures. Aims: The present study was conducted to pilot various methods of making lectures interactive and to find the students’ reactions to interactive lectures as compared to regular lectures. Material and Methods: An entire batch of first year dental students (n = 78) was exposed to both interactive and regular lectures for the cardiovascular system in physiology. Among the total number of 12 lectures, alternate lectures were conducted in an interactive style. At the end of the 12 lecture series, students’ opinions were obtained using a structured feedback evaluation questionnaire, consisting of five statements, on a five point Likert scale. Statistical Analysis was done using SPSS software, version 15. Results: Interactive lectures were found to be more useful than regular lectures by 92% of the students. Significantly more number of students agreed or strongly agreed that interactive lectures kept them attentive, created interest, overcame monotony, motivated them for self learning and provided well defined learning than regular lectures. Among the different techniques which were used, the students preferred use of video clippings (58.1%), followed by each-one-teach-one. Results of the present study support the use of interactive lectures for ensuring increased interest and attention of students during lectures. Conclusion: Interactive lectures were more accepted and considered to be more useful than regular lectures by the students. PMID:24298487
Transforming a Large-Lecture Course into an Active, Engaging, and Collaborative Learning Environment

ERIC Educational Resources Information Center

Stoerger, Sharon; Krieger, Denise

2016-01-01

Traditionally, a large lecture hall course follows a teacher-centered approach to instruction. This was the case for the "gateway" course in the undergraduate Information Technology and Informatics (ITI) major in the School of Communication and Information at Rutgers, The State University of New Jersey. This paper describes the journey…
Should Lecture Recordings Be Mandated in Dental Schools? Two Viewpoints: Viewpoint 1: Lecture Recordings Should Be Mandatory in U.S. Dental Schools and Viewpoint 2: Lecture Recordings Should Not Be Mandatory in U.S. Dental Schools.

PubMed

Zandona, Andrea Ferreira; Kinney, Janet; Seong, WookJin; Kumar, Vandana; Bendayan, Alexander; Hewlett, Edmond

2016-12-01

Transcription or recording of lectures has been in use for many years, and with the availability of high-fidelity recording, the practice is now ubiquitous in higher education. Since technology has permeated education and today's tech-savvy students have expectations for on-demand learning, dental schools are motivated to record lectures, albeit with positive and negative implications. This Point/Counterpoint article addresses the question of whether lecture recording should be mandatory in U.S. dental schools. Viewpoint 1 supports the statement that lecture recording should be mandatory. Proponents of this viewpoint argue that the benefits-notably, student satisfaction and potential for improvement in student performance-outweigh concerns. Viewpoint 2 takes the opposite position, arguing that lecture recording decreases students' classroom attendance and adversely affects the morale of educators. Additional arguments against mandatory lecture recordings involve the expense of incorporating technology that requires ongoing support.

Vitalizing the Lecture

ERIC Educational Resources Information Center

Harpp, David N.; Snyder, James P.

1977-01-01

Describes a lecture teaching technique called lap-dissolve projection in which two slide projectors are operated alternately so that one visual image fades away while the next appears on the same screen area. (MLH)
Lecture Capture: What Can Be Automated?

ERIC Educational Resources Information Center

Burdet, Benoit; Bontron, Cedric; Burgi, Pierre-Yves

2007-01-01

Online education encompasses a variety of technologies, one of which is lecture capture--a long-standing practice at the University of Geneva. The faculty of arts has recorded most of its lectures on audiotapes since the 1970s, well before the World Wide Web existed. Modernization of the recording technologies, however, which until recently…
Infrared Absorption Spectroscopy of Acetylene in the Lecture

ERIC Educational Resources Information Center

Briggs, Thomas E.; Sanders, Scott T.

2006-01-01

Lecture-based experimental methods that include topics ranging from basic signal processing to the proper use of thermocouples to advanced optical techniques such as laser-induced fluorescence are described. The data obtained from this demonstration could be provided to the students in digital form to obtain useful engineering results such as an…
Extending Student Discussions beyond Lecture Room Walls via Facebook

ERIC Educational Resources Information Center

Bahati, Bernard

2015-01-01

When face-to-face lecture sessions and classroom seminars are conducted during hours and days that are not convenient to students, the level of student active engagement and participation is considerably reduced. In this situation, the use of Social Networking Sites can be an alternative to get students much more engaged by taking the…
Active Learning and Teaching: Improving Postsecondary Library Instruction.

ERIC Educational Resources Information Center

Allen, Eileen E.

1995-01-01

Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…
A comparison of interteaching and lecture in the college classroom.

PubMed

Saville, Bryan K; Zinn, Tracy E; Neef, Nancy A; Van Norman, Renee; Ferreri, Summer J

2006-01-01

Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.
The Hues of English. NCTE Distinguished Lectures 1969.

ERIC Educational Resources Information Center

National Council of Teachers of English, Champaign, IL.

The third volume in the NCTE Distinguished Lectures Series, this collection of papers includes (1) William Stafford on poetry and the language of everyday life, (2) Fred Stocking linking Shakespeare to his time and all time by analysing "temperance" in Sonnet 18, (3) Alan Downer discussing the nature of comedy in drama and the universal…
Undergraduate mathematics students' reasons for attending live lectures when recordings are available

NASA Astrophysics Data System (ADS)

Yoon, Caroline; Oates, Greg; Sneddon, Jamie

2014-02-01

With the proliferation of new affordable recording technologies, many universities have begun offering students recordings of live lectures as a part of the course resources. We conducted a survey to investigate why some students choose to attend lectures in person rather than simply watching the recordings online, and how students view the two types of lectures. Students attending live lectures in five large undergraduate mathematics lecture streams were invited to respond to the survey. A significant number of respondents viewed recorded lecture as superfluous to their needs which were met upon attending live lecture. Surprisingly, however, an equally large number of students described compelling reasons for watching both live and recorded lectures. A number of factors were identified as determining students' perceptions of live and recorded lectures as competing or complementary: personal learning styles, study habits, esteem for the lecturer, and the possibility of interaction in the lecture.
Introducing Backstage--A Digital Backchannel for Large Class Lectures

ERIC Educational Resources Information Center

Pohl, Alexander; Gehlen-Baum, Vera; Bry, Francois

2011-01-01

Purpose: This paper seeks to report on the conception of a novel digital backchannel, Backstage, dedicated to large classes, aiming at empowering not only the audience but also the speaker, at promoting the awareness of both audience and speaker, and at promoting an active participation of students in the lecture. In learning settings with a large…
B.Gregory Lecture

ScienceCinema

None

2018-05-18

Third series of "Gregory lectures" on the memory of B. Gregory (1919-1977), DG from 1965 to 1970. The first conference B. Gregory is presented by Professor V. Weisskopf, his predecessor. Chriss Greeg from Berkeley also speaks.
Lecture on Female Masturbation Harassed Him, Male Student Says.

ERIC Educational Resources Information Center

Wilson, Robin

1995-01-01

A male student in a California State University-Sacramento psychology lecture on female masturbation has filed a sexual harassment complaint, claiming the lecture violated institutional policy by creating an intimidating, hostile, and offensive learning environment. He felt the lecture was inappropriately graphic and political in intent. (MSE)
"ASTRO 101" Course Materials 2.0: Next Generation Lecture Tutorials and Beyond

NASA Astrophysics Data System (ADS)

Slater, Stephanie; Grazier, Kevin

2015-01-01

Early efforts to create course materials were often local in scale and were based on "gut instinct," and classroom experience and observation. While subsequent efforts were often based on those same instincts and observations of classrooms, they also incorporated the results of many years of education research. These "second generation" course materials, such as lecture tutorials, relied heavily on research indicating that instructors need to actively engage students in the learning process. While imperfect, these curricular innovations, have provided evidence that research-based materials can be constructed, can easily be disseminated to a broad audience, and can provide measureable improvement in student learning across many settings. In order to improve upon this prior work, next generation materials must build upon the strengths of these innovations while engineering in findings from education research, cognitive science, and instructor feedback. A next wave of materials, including a set of next generation lecture tutorials, have been constructed with attention to the body of research on student motivation, and cognitive load; and they are responsive to our body of knowledge on learning difficulties related to specific content in the domain. From instructor feedback, these materials have been constructed to have broader coverage of the materials typically taught in an ASTRO 101 course, to take less class time, and to be more affordable for students. This next generation of lecture tutorials may serve as a template of the ways in which course materials can be reengineered to respond to current instructor and student needs.
Live lectures or online videos: students' resource choices in a first-year university mathematics module

NASA Astrophysics Data System (ADS)

Howard, Emma; Meehan, Maria; Parnell, Andrew

2018-05-01

In Maths for Business, a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the preferences they exhibit. In 2015-2016, we collected quantitative data on each student's resource usage (attendance at live lectures and access of online videos) for the entire class of 522 students and employed model-based clustering which identified four distinct resource usage patterns with lectures and/or videos. We also collected qualitative data on students' perceptions of resource usage through a survey administered at the end of the semester, to which 161 students responded. The 161 survey responses were linked to each cluster and analysed using thematic analysis. Perceived benefits of videos include flexibility of scheduling and pace, and avoidance of large, long lectures. In contrast, the main perceived advantages of lectures are the ability to engage in group tasks, to ask questions, and to learn 'gradually'. Students in the two clusters with high lecture attendance achieved, on average, higher marks in the module.
Nobel Lecture: Topological quantum matter*

NASA Astrophysics Data System (ADS)

Haldane, F. Duncan M.

2017-10-01

Nobel Lecture, presented December 8, 2016, Aula Magna, Stockholm University. I will describe the history and background of three discoveries cited in this Nobel Prize: The "TKNN" topological formula for the integer quantum Hall effect found by David Thouless and collaborators, the Chern insulator or quantum anomalous Hall effect, and its role in the later discovery of time-reversal-invariant topological insulators, and the unexpected topological spin-liquid state of the spin-1 quantum antiferromagnetic chain, which provided an initial example of topological quantum matter. I will summarize how these early beginnings have led to the exciting, and currently extremely active, field of "topological matter."
Teaching Photosynthesis: More than a Lecture but Less than a Lab

ERIC Educational Resources Information Center

Weinburgh, Molly

2004-01-01

It is possible to create an environment in which students are engaged in learning a topic like photosynthesis but are not doing a laboratory activity? Is there some way for students to get content and the history of a topic without a lecture? The activity described in this article is a result of the author asking these very questions. Several…
Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class

PubMed Central

Moravec, Marin; Williams, Adrienne; Aguilar-Roca, Nancy

2010-01-01

Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes. PMID:21123694
A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology.

PubMed

Ramlogan, S; Raman, V; Sweet, J

2014-02-01

This crossover controlled study aimed to compare the knowledge and skill attained by third-year dental students in three clinical exercises in the discipline of periodontology through video and live lecture instruction. Students (n = 35) segregated into two group either viewed a video or attended a live lecture repeated over three clinical teaching sessions. Pre-test and post-test written assessments were completed and comparisons between video and live lecture done (analysis of variance, P < 0.05). Students were assessed on clinic by a simple checklist. A questionnaire was administered after all three sessions to determine preferences and opinions on video and live lecture. For the combined three sessions, both video (n = 48) and live lecture (n = 47) groups attained similar mean pre-test scores. The mean post-test score was statistically significantly greater (P = 0.049) for the live lecture (74.9%, SD 14.9) compared to the video group (68.6%, SD 16.3). All students attained clinical proficiency via the simple checklist. In adding to their clinical skill, more students favoured video (97%) vs. live lecture (78.8%). Most students (97%) favoured a future combination of video and lecture. While students were deemed clinically competent via a simple checklist, the live lecture group performed better than the video group via the in-depth post-test assessment. Students had a preference for video and would like it integrated in the lecture rather than act as a substitute for the lecture. The use of video alone in clinical periodontology training may have limitations unless supplemented by appropriate learning activities. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Blended versus lecture learning: outcomes for staff development.

PubMed

Sherman, Heidi; Comer, Linda; Putnam, Lorene; Freeman, Helen

2012-07-01

Critical care pharmacology education is crucial to safe patient care for nurses orienting to specialized areas. Although traditionally taught as a classroom lecture, it is important to consider effectiveness of alternative methods for education. This study provided experimentally derived evidence regarding effectiveness of blended versus traditional lecture for critical care pharmacology education. Regardless of learner demographics, the findings determined no significant differences in cognitive learning outcomes or learner satisfaction between blended versus lecture formats.
Using Photo Story Lectures in an Online Astronomy Class

NASA Astrophysics Data System (ADS)

Caffey, James F.

2008-05-01

Photo Story is a free program from Microsoft that was designed to allow people to make videos from photos and add a voice narration to it. I use Photo Story to create video lectures in my online Astronomy class at Drury University in Springfield, Missouri. I take power point slides from my publisher, turn them into JPEG files, and add my voice over them to create the video lecture. Students at a distance say the lectures make them feel like they are back in the classroom. I will present several lectures.
University Lecturer Publication Output: Qualifications, Time and Confidence Count

ERIC Educational Resources Information Center

Hemmings, Brian; Kay, Russell

2010-01-01

An investigation of factors which differentiate between university lecturers in relation to publication output is reported. The study drew on data from lecturers working full-time at two large Australian universities. Measures of research publication output were used to select two groups of lecturers (N[subscript 1] = 119; N[subscript 2] = 119);…

Mathematics Lectures as Narratives: Insights from Network Graph Methodology

ERIC Educational Resources Information Center

Weinberg, Aaron; Wiesner, Emilie; Fukawa-Connelly, Tim

2016-01-01

Although lecture is the traditional method of university mathematics instruction, there has been little empirical research that describes the general structure of lectures. In this paper, we adapt ideas from narrative analysis and apply them to an upper-level mathematics lecture. We develop a framework that enables us to conceptualize the lecture…
2002 Commercial Space Transportation Lecture Series, volumes 1,2, and 3

DOT National Transportation Integrated Search

2003-04-01

This document includes three presentations which are part of the 2002 Commercial Space Transportation Lecture Series: The Early Years, AST - A Historical Perspective; Approval of Reentry Vehicles; and, Setting Insurance Requirements: Maximum Probable...
2012 AGU section and focus group awardees and named lecturers

NASA Astrophysics Data System (ADS)

Williams, Danica

2012-11-01

Each year, more than 20 awards are presented by AGU sections and focus groups to recipients at various stages in their careers. In addition, nearly 25 individuals are selected annually to present lectures under the Bowie Lecture Series and the Section and Focus Group Named Lecture Series. The Bowie Lecture Series was inaugurated in 1989 to commemorate the fiftieth presentation of the William Bowie Medal, which is AGU's highest honor and is named for AGU's first president. Named lectures are designated by sections and focus groups to honor and memorialize distinguished scientists in their respective fields of science.
Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

PubMed

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

2015-05-22

Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture
"But They Won't Come to Lectures..." The Impact of Audio Recorded Lectures on Student Experience and Attendance

ERIC Educational Resources Information Center

Larkin, Helen E.

2010-01-01

The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance…
Redesign of a large lecture course into a small-group learning course.

PubMed

Ferreri, Stefanie P; O'Connor, Shanna K

2013-02-12

Objective. To describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course.Design. Prereadings and study guides were used to facilitate students' independent learning prior to class. Large lecture classes were replaced with smaller group-based learning classes. This change in delivery format allowed students to spend the majority of class time conducting small-group learning activities, such as case studies to promote communication, problem solving, and interpersonal skills.Assessment. Changes in course delivery were assessed over a 2-year period by comparing students' grades and satisfaction ratings on course evaluations. A comparison of course evaluations between the class formats revealed that students were provided more opportunities to develop verbal communication skills and tackle and resolve unfamiliar problems in the revised course. The activities resulted in better overall course grades.Conclusions. Redesigning to a small-group discussion format for a self-care course can be accomplished by increasing student accountability for acquiring factual content outside the classroom. Compared with student experiences in the previous large lecture-based class, students in the smaller-class format reported a preference for working in teams and achieved significantly better academic grades with the new course format.
Students' Perception of Live Lectures' Inherent Disadvantages

ERIC Educational Resources Information Center

Petrovic, Juraj; Pale, Predrag

2015-01-01

This paper aims to provide insight into various properties of live lectures from the perspective of sophomore engineering students. In an anonymous online survey conducted at the Faculty of Electrical Engineering and Computing, University of Zagreb, we investigated students' opinions regarding lecture attendance, inherent disadvantages of live…
Students' Preferences for Lecturers' Personalities

ERIC Educational Resources Information Center

Tan, Sarah; Mansi, Angela; Furnham, Adrian

2018-01-01

The present study set out to examine students' preferences for lecturers' personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students' Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching…
Cosmology at the Beach Lecture: Wayne Hu

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wayne Hu

2009-03-02

Wayne Hu lectures on Secondary Anisotropy in the CMB. The lecture is the first in a series of 3 he delivered as part of the "Cosmology at the Beach" winter school organized by Berkeley Lab's George Smoot in Los Cabos, Mexico from Jan. 12-16, 2009.
Cosmology at the Beach Lecture: Wayne Hu

ScienceCinema

Wayne Hu

2017-12-09

Wayne Hu lectures on Secondary Anisotropy in the CMB. The lecture is the first in a series of 3 he delivered as part of the "Cosmology at the Beach" winter school organized by Berkeley Lab's George Smoot in Los Cabos, Mexico from Jan. 12-16, 2009.
Podcasting Lectures

ERIC Educational Resources Information Center

Brittain, Sarah; Glowacki, Pietrek; Van Ittersum, Jared; Johnson, Lynn

2006-01-01

At some point in their educations, students must learn copious amounts of information. To do this, they use a variety of well-known strategies such as study groups, note-taking services, and videotapes of lectures. In fall 2004, a group of first-year dental students at the University of Michigan (U-M) School of Dentistry asked to have all dental…
Genetic Algorithms to Optimizatize Lecturer Assessment's Criteria

NASA Astrophysics Data System (ADS)

Jollyta, Deny; Johan; Hajjah, Alyauma

2017-12-01

The lecturer assessment criteria is used as a measurement of the lecturer's performance in a college environment. To determine the value for a criteriais complicated and often leads to doubt. The absence of a standard valuefor each assessment criteria will affect the final results of the assessment and become less presentational data for the leader of college in taking various policies relate to reward and punishment. The Genetic Algorithm comes as an algorithm capable of solving non-linear problems. Using chromosomes in the random initial population, one of the presentations is binary, evaluates the fitness function and uses crossover genetic operator and mutation to obtain the desired crossbreed. It aims to obtain the most optimum criteria values in terms of the fitness function of each chromosome. The training results show that Genetic Algorithm able to produce the optimal values of lecturer assessment criteria so that can be usedby the college as a standard value for lecturer assessment criteria.
Engagement of Students with Lectures in Biochemistry and Pharmacology

ERIC Educational Resources Information Center

Davis, Elizabeth Ann; Hodgson, Yvonne; Macaulay, Janet Olwyn

2012-01-01

Academic staff at universities have become concerned about the decrease in student attendance at lectures and the implication of this on student achievement and learning. Few studies have measured actual lecture attendance in a coherent or comprehensive way. The aim of this study was to measure actual lecture attendance of students over two year…
Assessment of Lecture Strategy with Different Teaching Aids

PubMed Central

Kumar, Manoj; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Background and Objectives: Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts – 1. Survey of teachers’ and students’ opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students’ performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Materials and Methods: Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students’ preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. Results of post-test questionnaire and feedback from faculty attending the lecture were assessed for students’ satisfaction and attentiveness in all four groups. Results: Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better
Assessment of lecture strategy with different teaching AIDS.

PubMed

Kumar, Manoj; Saxena, Indu; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts - 1. Survey of teachers' and students' opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students' performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students' preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. RESULTS of post-test questionnaire and feedback from faculty attending the lecture were assessed for students' satisfaction and attentiveness in all four groups. Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better performance was observed in the post-lecture test when C&B was used. The needs
Tested Demonstrations: Paramagnetism and Color of Liquid Oxygen: A Lecture Demonstration.

ERIC Educational Resources Information Center

Shakhashiri, Bassam Z.; And Others

1980-01-01

Presents materials and procedures for a lecture demonstration in which liquid nitrogen or liquid oxygen is poured between the poles of a powerful magnet. Hazards of these procedures are included in the discussion. (CS)
For the Love of the Game: Game- Versus Lecture-Based Learning With Generation Z Patients.

PubMed

Adamson, Mary A; Chen, Hengyi; Kackley, Russell; Micheal, Alicia

2018-02-01

The current study evaluated adolescent patients' enjoyment of and knowledge gained from game-based learning compared with an interactive lecture format on the topic of mood disorders. It was hypothesized that game-based learning would be statistically more effective than a lecture in knowledge acquisition and satisfaction scores. A pre-post design was implemented in which a convenience sample of 160 adolescent patients were randomized to either a lecture (n = 80) or game-based (n = 80) group. Both groups completed a pretest/posttest and satisfaction survey. Results showed that both groups had significant improvement in knowledge from pretest compared to posttest. Game-based learning was statistically more effective than the interactive lecture in knowledge achievement and satisfaction scores. This finding supports the contention that game-based learning is an active technique that may be used with patient education. [Journal of Psychosocial Nursing and Mental Health Services, 56(2), 29-36.]. Copyright 2018, SLACK Incorporated.
The Role of Lecturers and Inclusive Education

ERIC Educational Resources Information Center

Molina, Víctor M.; Perera Rodríguez, Víctor Hugo; Melero Aguilar, Noelia; Cotán Fernández, Almudena; Moriña, Anabel

2016-01-01

This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The…
Students' understanding and perceptions of the content of a lecture

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Zollman, Dean; Rebello, Sanjay

2004-09-01

In spite of advances in physics pedagogy, the lecture is by far the most widely used instructional format. We investigated students' understanding and perceptions of the content delivered during a physics lecture. Students participating in our study responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. A group of experts (physics instructors) also participated in our study. We discuss students' and experts' responses to the survey questions.
Dorm Room Labs for Introductory Large-Lecture Science Classes for Nonscience Majors

ERIC Educational Resources Information Center

Moldwin, Mark B.

2018-01-01

Many large-lecture introductory science courses for nonscience majors do not have a lab component and hence do not provide much opportunity for students to engage in the practice of science. I have developed a new instructional activity called Dorm Room Labs that enables students to conduct hands-on activities as homework (or dorm room work) to…

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

PubMed

Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

2014-02-01

Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.
The Consequences of Including Seductive Details during Lecture

ERIC Educational Resources Information Center

Harp, Shannon F.; Maslich, Amy A.

2005-01-01

When text passages include seductive details (i.e., interesting, tangentially related adjuncts that are irrelevant to the lesson), students perform worse on recall (Garner, Gillingham, & White, 1989) and problem-solving tests (Harp & Mayer, 1997, 1998) than students reading the same material without seductive details. To determine whether…
Jerusalem lectures on black holes and quantum information

NASA Astrophysics Data System (ADS)

Harlow, D.

2016-01-01

These lectures give an introduction to the quantum physics of black holes, including recent developments based on quantum information theory such as the firewall paradox and its various cousins. An introduction is also given to holography and the anti-de Sitter/conformal field theory (AdS/CFT) correspondence, focusing on those aspects which are relevant for the black hole information problem.
Lecture classes in human anatomy: the students' perceptions.

PubMed

Kar, Maitreyee; Roy, Hironmoy; Ghosh, Anasuya; Tapadar, Arunabha; Chowdhury, Subhramoy; Mukherjee, Pranab; Jana, Tapan Kumar

2013-06-01

The human anatomy, or in brief, the body structure has fascinated man for ages. Due to the information explosion and the increase in specializations, this knowledge is available in a very sketchy manner in high school biology courses. The first comprehensive course on the human anatomy is taught to the first year medical students in medical colleges. This is in keeping with the regulations of the Medical Council of India. The anatomy lecture classes occupy a considerable time of the course, to provide the students with an effective knowledge of the gross anatomy, histology, embryology and the clinical anatomy. On the other hand, the students' feedback regarding the lecture methods and the teaching environment is crucial in judging the efficacy of the present curriculum. To obtain the students' feedback about the environment of the lecture classes, as regards the venue, the teaching and learning aids which are used, the lecture class schedule of the university (the number of classes per week, the durations of the lecture classes, etc.) and the existing departmental practices (display of the class routine in advance, synchronization between the lecture and the practical classes), so that their suggestions could help the faculty in planning the most effective teaching procedures. A semi structured questionnaire was supplied to the students to get their feedback. Most of the students found the air conditioned seminar room's environment to be more comfortable and they supported the existing durations of the lecture hours with the combined use of chalk and a board and overhead projectors (OHPs). The perceptions of the learners helped in modifying the departmental practice in the desired way.
Lecture 11: Some More Suggestions and Remarks

ERIC Educational Resources Information Center

Montessori, Maria

2016-01-01

This lecture discusses how the careful preparation of the observer, control of conditions, and precise use of materials will allow the child to "be free to manifest the phenomena which we wish to observe." This lecture was delivered at the International Training Course, London, 1921. [Reprinted from "AMI Communications" (2008).
Florence Tan Maniac Lecture, April 13, 2016

NASA Image and Video Library

2016-04-13

Florence Tan Maniac Lecture, April 13, 2016 NASA Engineer Florence Tan presented a Maniac Lecture entitled, "From Malaysia to Mars." Florence talked about her journey from Malaysia to NASA Goddard Space Flight Center, where she has been working on planetary mass spectrometers, which is characterized by challenges, frustration, excitement, and rewards.
Same Content, Different Methods: Comparing Lecture, Engaged Classroom, and Simulation.

PubMed

Raleigh, Meghan F; Wilson, Garland Anthony; Moss, David Alan; Reineke-Piper, Kristen A; Walden, Jeffrey; Fisher, Daniel J; Williams, Tracy; Alexander, Christienne; Niceler, Brock; Viera, Anthony J; Zakrajsek, Todd

2018-02-01

There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.
Analysis of Students' Eye Movement in Relation to Contents of Multimedia Lecture

NASA Astrophysics Data System (ADS)

Murakami, Masayuki; Kakusho, Koh; Minoh, Michihiko

In this article, we report our analysis of how the students' eye movement is affected by the content of lecture in order to utilize as standard of selection of image for distance learning and WBT. We classified content of lecture into nine parts: introduction, presentation, explanation, illustration, assertion, query, reply, question, response.We analyzed students' eye movement in the multimedia lecture "Japanese Economics", which was distance lecture between Kyoto University and UCLA. As the result of analysis, we get the following characteristic of eye movement of each course process in practical lecture.Introduction; students gaze at lecturer at first in order to achieve advance organizer, and next look at material.Presentation; they mainly stare at material and sometimes peer at lecturer to complement lack of understanding with information given by lecturer.Explanation; staring time is longer than other course process categories, and students stare at the object which they regard as important.Illustration; students stare at material which offers main information source.Assertion; they gaze at lecturer because of interaction between lecturer and students.Question-and-answer; generally students look at speaker but in the case of "query" about material, they change their focuses on material and lecturer fast and by turns in order to get information of lecturer and material.And our research suggests the practical guide for our choice of image information.
What Predicts Skill in Lecture Note Taking?

ERIC Educational Resources Information Center

Peverly, Stephen T.; Ramaswamy, Vivek; Brown, Cindy; Sumowski, James; Alidoost, Moona; Garner, Joanna

2007-01-01

Despite the importance of good lecture notes to test performance, very little is known about the cognitive processes that underlie effective lecture note taking. The primary purpose of the 2 studies reported (a pilot study and Study 1) was to investigate 3 processes hypothesized to be significantly related to quality of notes: transcription…
Man and His Environment. Octagon Lectures 1969.

ERIC Educational Resources Information Center

Appleyard, R. T., Ed.

Utilizing the theme "Man and His Environment," the Octagon Lectures of 1969 were presented at the University of Western Australia, Nedlands, Western Australia. Problems arising from the imbalance between the ancient forces of nature and the new forces of human culture were dealt with by the lecturers. They revealed that the most important…
How to Present It? On the Rhetoric of an Outstanding Lecturer

ERIC Educational Resources Information Center

Movshovitz-Hadar, Nitsa; Hazzan, Orit

2004-01-01

This paper analyses a lecture by an excellent teaching award winner professor of mathematics, given to high school mathematics teachers. The analysis is based upon two sources: (i) the lecture plan, as expressed in a series of 29 transparencies, prepared by the lecturer in advance; (ii) the actual implementation of the lecture, as transcribed from…
Does Tagging Improve the Navigation of Online Recorded Lectures by Students?

ERIC Educational Resources Information Center

Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim

2015-01-01

Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only…
Flip or flop? Students' perspectives of a flipped lecture in mathematics

NASA Astrophysics Data System (ADS)

Novak, Julia; Kensington-Miller, Barbara; Evans, Tanya

2017-07-01

This paper describes students' perspectives of a one-off flipped lecture in a large undergraduate mathematics service course. The focus was on calculating matrix determinants and was designed specifically to introduce debate and argumentation into a mathematics lecture. The intention was to promote a deeper learning and understanding through engagement with the added hope of instilling some passion for the subject. During the lecture, students were asked to vote with their feet, literally moving around the lecture theatre to form groups according to their shared favourite technique for calculating matrix determinants. Group discussions were then followed by a whole class debate facilitated by the lecturers, before they wrapped up the lecture by resolving the professional disagreements that had come to light during the debate. Following the lecture, data on student perspectives was gathered using both surveys and focus groups. Within this paper, we share the data and reveal the interesting results that emerged from our analysis. Despite remaining unconvinced as to whether flipped lectures are better for learning, students reported greater engagement and increased understanding of the material covered.
Participatory Lecture Demonstrations.

ERIC Educational Resources Information Center

Battino, Rubin

1979-01-01

The use of participatory lecture demonstrations in the classroom is described. Examples are given for the following topics: chromatography, chemical kinetics, balancing equations, the gas laws, kinetic molecular theory, Henry's law of gas solubility, electronic energy levels in atoms, and translational, vibrational, and rotational energies of…
Lecture Evaluations by Medical Students: Concepts That Correlate With Scores.

PubMed

Jen, Aaron; Webb, Emily M; Ahearn, Bren; Naeger, David M

2016-01-01

The didactic lecture remains one of the most popular teaching formats in medical education; yet, factors that most influence lecturing success in radiology education are unknown. The purpose of this study is to identify patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores. All student evaluations from our core radiology elective during 1 year were compiled. All evaluation comments were tagged, to identify discrete descriptive concepts. Correlation coefficients were calculated, for each tag with mean evaluation scores. Tags that were the most strongly associated with the highest- versus lowest-rated (> or < 1 SD) lectures were identified. A total of 3,262 comments, on 273 lectures, rated by 77 senior medical students, were analyzed. The mean lecture score was 8.96 ± 0.62. Three tags were significantly positively correlated with lecture score: "interactive"; "fun/engaging"; and "practical/important content" (r = 0.39, r = 0.34, and r = 0.32, respectively; all P < .001). More tags (n = 12) were significantly negatively correlated with score; the three tags with the strongest such correlation were: "not interactive"; "poorly structured or unevenly paced"; and "content too detailed or abundant" (r = -0.44, r = -0.39, and r = -0.36, respectively; all P < .001). Analysis of only the highest- and lowest-rated lectures yielded similar results. Several factors were identified that were strongly associated with lecture score. Among the actionable characteristics, interactive lectures with appropriately targeted content (ie, practical/useful) were the most highly rated. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.
More Ammunition for the Note-Taking Feud: The "Spaced Lecture."

ERIC Educational Resources Information Center

Bentley, Donna Anderson

1981-01-01

An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)
Confchem Conference on Flipped Classroom: Student Engagement with Flipped Chemistry Lectures

ERIC Educational Resources Information Center

Seery, Michael K.

2015-01-01

This project introduces the idea of "flipped lecturing" to a group of second-year undergraduate students. The aim of flipped lecturing is to provide much of the "content delivery" of the lecture in advance, so that the lecture hour can be devoted to more in-depth discussion, problem solving, and so on. As well as development of…
Interactive computer-assisted instruction vs. lecture format in dental education.

PubMed

Howerton, W Bruce; Enrique, Platin R T; Ludlow, John B; Tyndall, Donald A

2004-01-01

The purpose of this study was to compare computer-assisted instruction (CAI) with lecture format using recent hardware and software advances. A pre- and post-test was used to determine student performance and instructional preference. In addition, a post-instruction survey was used to determine student learning preferences. Seventy-five first-year University of North Carolina (UNC) dental students who were registered for the introductory radiology course were asked to participate. All agreed and were randomly placed in one of three groups: interactive CD only, interactive CD and lecture, and lecture only. The content of the multimedia instruction focused on intraoral radiography. A pre- and post-test was administered to determine if there was a significant difference between interactive CD and lecture formats, and an evaluation instrument was used to determine if there was a student learning preference between CAI and lecture format. Analysis of covariance and the sign test were used to determine significance (p<.05). There was no significant difference between pre- and post-test outcomes, indicating that similar learning took place using the interactive CD and/or lecture format. However, students preferred CAI to lecture format.
The Silicon Valley Astronomy Lectures: Ongoing Institutional Cooperation for Public Outreach

NASA Astrophysics Data System (ADS)

Fraknoi, A.

2015-11-01

For the last 15 years (with one year off for good behavior), four astronomical institutions in the San Francisco Bay Area have cooperated to produce a major evening public-lecture series on astronomy and space science topics. Co-sponsored by Foothill College's Astronomy Program, the Astronomical Society of the Pacific, the SETI Institute, and NASA Ames Research Center, the six annual Silicon Valley Astronomy Lectures have drawn audiences ranging from 450 to 950 people, and represent a significant opportunity to get information about modern astronomical research out to the public. Past speakers have included Nobel Laureate Arno Penzias, Vera Rubin, Frank Drake, Sandra Faber, and other distinguished scientists.
Programmed Multi-Image Lectures for College Biology Instruction.

ERIC Educational Resources Information Center

Jensen, William A.; Knauft, Robert L.

1977-01-01

Discusses the use of a programed multi-image lecture approach for teaching a botany course to nonmajor students at the University of California, Berkeley. Also considers the advantages, production, method of presentation, and design of the multimedia lectures. (HM)

The Slide-Lecture: An Alternative to Chalkdust?

ERIC Educational Resources Information Center

Wilkins, S. A.

Many instructors teaching large survey courses use the chalkboard to aid their lectures in spite of the waste of class time in writing and erasing, the clutter and confusion that may result, and the messiness of chalkdust. As an alternative, the slide-lecture method has been used for several years at Bossier Community College in teaching…
Evaluation of a university general education health and wellness course delivered by lecture or online.

PubMed

Hager, Ronald; George, James D; LeCheminant, James D; Bailey, Bruce W; Vincent, William J

2012-01-01

To assess a single-semester university general education (GE) health and wellness course influence on physical activity (PA) and dietary habits among university students and to compare the course delivered through lecture or online for these outcomes. A 15-week intervention with pre-post one-group design, allowing for comparative assessments in dietary and PA habits across time by delivery method (classroom lecture vs. online). A large Western university. Participants (n = 1638, female; n = 1333, male) were 82% university freshman or sophomores. Participants were required to take a GE health and wellness course either by classroom lecture or online. The lecture and online curriculum content were similar. Participation in the study was entirely voluntary and was not connected to course grade. PA and dietary outcomes were determined from questions used in the Behavioral Risk Factor Surveillance System survey and were assessed pre- and post-intervention. Other validated questions were used to assess fitness. The general linear model was utilized to determine group x period interactions when comparing the classroom lecture vs. online course. Students improved overall level of PA by 12%, daily minutes of moderate-intensity PA by 8%, and fitness level by 2%. Students improved fruit/vegetable consumption by 4%, bran/whole grain cereal consumption by 8%, and brown rice/whole wheat bread consumption by 11%. All improvements were statistically significant (p < .001) with percent values indicating the size of the effect. The classroom lecture course yielded stronger improvements in several PA and dietary outcomes than the online course. A single-semester university wellness course may positively influence multiple PA and dietary behaviors; however, classroom lecture may be superior to online delivery.
Laser hazards and safety in the military environment. Lecture series

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

The Lecture Series is intended to provide an understanding of the safety problems associated with the military use of lasers. The most important hazard is the inadvertent irradiation of the eye and so the series will include contributions from the physical and biological sciences, as well as from ophthalmologists. Those involved with laser safety come from many backgrounds -- from physics to engineering and from vision physiology to clinical ophthalmology and it is essential that each understands the contribution of the other. The lectures include an introductory part and from this, the more advanced aspects of each subject are covered,more » leading to the issues involved in the design of safety codes and the control of laser hazards. The final session deals with medical surveillance of laser personnel. The Series is of value to both military and civilian personnel involved with safety, whether they are concerned with land, sea or airborne laser systems. (GRA)« less
Lecturers' Experience of Using Social Media in Higher Education Courses

ERIC Educational Resources Information Center

Seechaliao, Thapanee

2015-01-01

This research paper presents lecturers' experience of using social media in higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about lecturers' experience of using social media in higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by…
Comparing Students' and Experts' Understanding of the Content of a Lecture

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Zollman, Dean A.; Sanjay Rebello, N.

2007-06-01

In spite of advances in physics pedagogy, the lecture is by far the most widely used format of instruction. We investigated students' understanding and perceptions of the content delivered during a physics lecture. A group of experts (physics instructors) also participated in the study as a reference for the comparison. During the study, all participants responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. They also wrote down (and if needed, later explained) the answer, which they perceived was given by the instructor in the video lecture. Students who participated in the study were enrolled in a conceptual physics course and had already covered the topic in class before the study. We discuss and compare students' and experts' responses to the survey questions before and after the lecture.
Use of questioning during lectures in a dental hygiene didactic course.

PubMed

Hessheimer, Heather M; Rogo, Ellen J; Howlett, Bernadette

2011-08-01

The purposes of this quasi-experimental, one-group crossover study were to determine the effect of questioning during dental hygiene lectures on low-level and high-level learning and to evaluate student perceptions of questioning. Twenty-three dental hygiene students participated in two control lectures using traditional lecturing methods. The students served as their own controls by next participating in two experimental lectures with questions asked throughout the lecture at both low and high cognitive levels. Student performance was measured with an examination containing low- and high-level questions. The interaction between the group and the level of questions was analyzed using ANOVA, and no statistically significant difference was found. Based on a Likert scale (1 to 6), average ratings for student perceptions were as follows: enjoyment of use, 4.5; understanding the lecture material, 4.74; and questioning effectiveness, 4.35. Student perceptions of questioning were positive; however, this strategy was found to be no more effective than the traditional lecture in promoting retention of information.
Muller's Nobel Prize Lecture: when ideology prevailed over science.

PubMed

Calabrese, Edward J

2012-03-01

This paper extends and confirms the report of Calabrese (Calabrese, E. J. (2011b). Muller's Nobel Lecture on dose-response for ionizing radiation: Ideology or science? Arch. Toxicol. 85, 1495-1498) that Hermann J. Muller knowingly made deceptive comments in his 1946 Nobel Prize Lecture (Muller, H. J. (1946). Nobel Prize Lecture. Stockholm, Sweden. Available at http://www.nobelprize.org/. Accessed December 12) concerning the dose-response. Supporting a linearity perspective, Muller stated there is "no escape from the conclusion that there is no threshold" while knowing the results of a recent study by Ernst Caspari and Curt Stern contradicted these comments. Recently uncovered private correspondence between Muller and Stern reveals Muller's scientific assessment of the Caspari and Stern manuscript in a letter from Muller to Stern 5 weeks (14 January 1947) after his Nobel Prize Lecture of 12 December 1946. Muller indicated that the manuscript was of acceptable scientific quality; he indicated the manuscript should be published, but the findings needed replication because it significantly challenged the linearity hypothesis. These findings complement the previous letter (12 November 1946 letter from Muller to Stern), which revealed that Muller received the Caspari and Stern manuscript, recognized it as significant, and recommended its replication 5 weeks before his Nobel Prize Lecture. Muller therefore supported this position immediately before and after his Nobel Prize Lecture. Muller's opinions on the Caspari and Stern manuscript therefore had not changed during the time leading up to his Lecture, supporting the premise that his Lecture comments were deceptive. These findings are of historical and practical significance because Muller's comments were a notable contributory factor, changing how risks would be assessed for carcinogens (i.e., changing from a threshold to a linear model) throughout the 20th century to the present.
Impact of online lecture-capture on student outcomes in a therapeutics course.

PubMed

Bollmeier, Suzanne G; Wenger, Philip J; Forinash, Alicia B

2010-09-10

To examine the correlation between students accessing recorded lecture files (audio and slides) online and course grades and class attendance. Second professional year (of 6-year program) students in a therapeutics course had access to recorded online lectures for 72 hours following live lectures. The number and duration of lecture accessions were compared to final course grades and class attendance. Course grades were compared to those of a historical control group. At the end of the semester, students completed a brief survey instrument regarding their use and perceptions of online lectures. No correlation was found between final course grades and the number of lecture accessions (r = 0.0014) or total number of minutes lectures were viewed (r = 0.033), nor between class attendance and minutes viewed (r = 0.2158). Students with access to recorded lectures outperformed the historical control group on the final examination (p < 0.002). Seventy-two percent of students reported no influence of online files on class attendance. Posting lectures online did not affect student outcomes, but students did score higher on the final examination.
Mini-Lectures: A Taster to Engage the Audience for the Main Event

ERIC Educational Resources Information Center

Ingram, Matthew J.; Crane, Simeon; Mokree, Alan; Curdy, Marion E.; Patel, Bhavik A.

2017-01-01

This article explores the use of pre-recorded video mini-lectures to support and enhance traditional face-to-face lectures for undergraduate students. Mini-lectures guide students through key concepts so that they can understand and assimilate key content before attending lectures.
Glenn Lecture With Crew of Apollo 11

NASA Image and Video Library

2009-07-18

On the eve of the fortieth anniversary of the first human landing on the Moon, Apollo 11 Astronaut Neil Armstrong speaks during a lecture in honor of Apollo 11 at the National Air and Space Museum in Washington, Sunday, July 19, 2009. Guest speakers included Former NASA Astronaut and U.S. Senator John Glenn, NASA Mission Control creator and former NASA Johnson Space Center director Chris Kraft and the crew of Apollo 11. Photo Credit: (NASA/Bill Ingalls)
A marriage of continuance: professional development for mathematics lecturers

NASA Astrophysics Data System (ADS)

Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

2015-06-01

In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their "ROGs". We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.
Higher Education as Self-Formation. IOE Inaugural Professorial Lectures

ERIC Educational Resources Information Center

Marginson, Simon

2018-01-01

Higher education can be understood as a process of self-formation or self-cultivation, immersed in complex knowledge, that enables the student to become more capable and more autonomous and self-determining. In this lecture Professor Simon Marginson draws on a sweep of ideas from the fields of education and social science, including the late work…
Lecture Notes on Human Anatomy. Part One, Fourth Edition.

ERIC Educational Resources Information Center

Conrey, Kathleen

During the process of studying the specific course content of human anatomy, students are being educated to expand their vocabulary, deal successfully with complex tasks, and use a specific way of thinking. This is the first volume in a set of notes which are designed to accompany a lecture series in human anatomy. This volume includes discussions…
Lecture on Thermal Radiation

NASA Technical Reports Server (NTRS)

Dennis, Brian R.

2006-01-01

This lecture will cover solar thermal radiation, particularly as it relates to the high energy solar processes that are the subject of this summer school. After a general review of thermal radiation from the Sun and a discussion of basic definitions, the various emission and absorption mechanisms will be described including black-body emission, bremsstrahlung, free-bound, and atomic line emissions of all kinds. The bulk of the time will be spent discussing the observational characteristics of thermal flare plasma and what can be learned about the flare energy release process from observations of the thermal radiation at all wavelengths. Information that has been learned about the morphology, temperature distribution, and composition of the flare plasma will be presented. The energetics of the thermal flare plasma will be discussed in relation to the nonthermal energy of the particles accelerated during the flare. This includes the total energy, the radiated and conductive cooling processes, and the total irradiated energy.
A Comparison of a Traditional Lecture-Based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class

ERIC Educational Resources Information Center

Halupa, Colleen M.; Caldwell, Benjamin W.

2015-01-01

This quasi-experimental research study evaluated two intact undergraduate engineering statics classes at a private university in Texas. Students in the control group received traditional lecture, readings and homework assignments. Those in the experimental group also were given access to a complete set of online video lectures and videos…
Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture.

PubMed

Marone, Jane R; Thakkar, Shivam C; Suliman, Neveen; O'Neill, Shannon I; Doubleday, Alison F

2018-06-01

Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.
Cross-sectional multicentre study on the cohort of all the French junior lecturers in general practice.

PubMed

Barais, Marie; Laporte, Catherine; Schuers, Matthieu; Saint-Lary, Olivier; Frappé, Paul; Dibao-Dina, Clarisse; Darmon, David; Bouchez, Tiphanie; Gelly, Julien

2018-12-01

General practice became an academic discipline quite recently in many western countries. In France, junior lecturer work is specified in a three-part mandate: medical work in general practice, teaching in the university, and research. Since 2007, 130 junior lecturers have been appointed in general practice. The aim of the creation of junior lecturer status was to align general practice with other specialties and to develop research and education in primary care. To describe the healthcare, teaching and research undertaken by junior lecturers in general practice, practising in October 2014. A cross-sectional multicentre study using an online self-administered questionnaire on the cohort composed of all the junior lecturers in general practice with open questions and the qualitative analysis of written verbatim accounts. Of the 95 junior lecturers practising at the date of the study, 75 (79%) responded; average age 32 years; gender ratio (F/M) 2.4:1. They spent five, two and three half-days per week respectively in healthcare, teaching and research. The healthcare activity was predominantly carried out in the community (73%). Thirty-nine per cent worked as part of a multi-professional team taking on 50 consultations per week. Most of the educational work involved lecturing and mentoring students specializing in general practice (median 86 hours per year). Research output increased during the fellowship. Research topics were varied and relevant to the disciplinary field. During the fellowship, the balancing, and even the reinforcement, of healthcare and research contributions were accompanied by a significant investment in educational provision.
The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing.

PubMed

Burton, William B; Ma, Terence P; Grayson, Martha S

2017-01-01

In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods.
The Twenty-First Amy Morris Homans Lecture. The Consummate Professor.

ERIC Educational Resources Information Center

Lundegren, Herberta M.

1988-01-01

The text of the 21st Amy Morris Hormans lecture is reproduced. The qualities which make for an excellent professor, based on his work as a teacher, researcher or scholar, and mentor, are described. Various sources, including Carnegie Foundation reports, student surveys, and books about teaching, are cited. (JL)
Automatic Digital Content Generation System for Real-Time Distance Lectures

ERIC Educational Resources Information Center

Iwatsuki, Masami; Takeuchi, Norio; Kobayashi, Hisato; Yana, Kazuo; Takeda, Hiroshi; Yaginuma, Hisashi; Kiyohara, Hajime; Tokuyasu, Akira

2007-01-01

This article describes a new automatic digital content generation system we have developed. Recently some universities, including Hosei University, have been offering students opportunities to take distance interactive classes over the Internet from overseas. When such distance lectures are delivered in English to Japanese students, there is a…

Case Study: Mini-Case Studies: Small Infusions of Active Learning for Large-Lecture Courses

ERIC Educational Resources Information Center

Carloye, Lisa

2017-01-01

In this article, the author introduces the usage of case studies to be an excellent method for engaging students through stories. The author notes she developed a series of mini-case studies that can be implemented, with a little advance preparation, within a 10- to 15-minute window during lecture. What makes them "mini" case studies?…
Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.
Webinar Software: A Tool for Developing More Effective Lectures (Online or In-Person)

PubMed Central

Mayorga, Eduardo P.; Bekerman, Jesica G.; Palis, Ana G.

2014-01-01

Purpose: To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking. Materials and Methods: Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents. Results: This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. Conclusions: This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively. PMID:24791102
Prevalence and Determinants of Physician Participation in Conducting Pharmaceutical-sponsored Clinical Trials and Lectures

PubMed Central

Ashar, Bimal H; Miller, Redonda G; Getz, Kelly J; Powe, Nell R

2004-01-01

BACKGROUND The relationship between physicians and the pharmaceutical industry is controversial because of the potential for conflicts of interest. However, little empirical evidence exists on the extent of physician participation in activities sponsored by pharmaceutical companies. OBJECTIVES To determine the prevalence of participation of internal medicine physicians in clinical trials and lectures sponsored by pharmaceutical companies and to describe factors that are associated with such participation. DESIGN, SETTING, AND PARTICIPANTS We conducted a cross-sectional regional survey of 1,000 Maryland internal medicine physicians between February 2000 and January 2001 in order to measure the prevalence of physician participation in pharmaceutical-sponsored clinical trials and lectures. We also collected economic and demographic information to examine potential associations between physician characteristics and engagement in such activities. RESULTS Of 835 eligible physicians 444 (53%) responded, of whom 37% reported engaging in pharmaceutical-sponsored clinical trials and/or lectures to supplement their incomes. In our multivariable analysis, subspecialists versus generalist physicians (odds ratio [OR], 1.85; 95% confidence interval [CI], 1.14 to 2.99), physicians in private group-single specialty and academic practice versus physicians in solo practice (OR, 2.30; 95% CI, 1.19 to 4.44 and OR, 2.56; 95% CI, 1.17 to 5.61, respectively), and physicians with higher versus lower annual incomes (OR, 1.22; 95% CI, 1.04 to 1.44) had a greater odds of participation in these activities. Additionally, physicians dissatisfied with their income had a 140% greater odds of participation (OR, 2.36; 95% CI, 1.45 to 3.83) than those who were satisfied with their income. CONCLUSIONS A substantial number of internists engage in pharmaceutical industry-sponsored clinical trials and/or lectures in an effort to supplement their incomes. Physician dissatisfaction with income appears to
GeoEngineering Distinguished Lecture Series | PEER Center

Science.gov Websites

Social and Dinner to thank our speakers, celebrate our community - and to welcome its newest members at the close of this academic year. Please join us for an exceptional set of lectures, a wonderful social Lecture Series will be held in the Sibley Auditorium, while the Social and Dinner will be held at the
3 Lectures: "Lagrangian Models", "Numerical Transport Schemes", and "Chemical and Transport Models"

NASA Technical Reports Server (NTRS)

Douglass, A.

2005-01-01

The topics for the three lectures for the Canadian Summer School are Lagrangian Models, numerical transport schemes, and chemical and transport models. In the first lecture I will explain the basic components of the Lagrangian model (a trajectory code and a photochemical code), the difficulties in using such a model (initialization) and show some applications in interpretation of aircraft and satellite data. If time permits I will show some results concerning inverse modeling which is being used to evaluate sources of tropospheric pollutants. In the second lecture I will discuss one of the core components of any grid point model, the numerical transport scheme. I will explain the basics of shock capturing schemes, and performance criteria. I will include an example of the importance of horizontal resolution to polar processes. We have learned from NASA's global modeling initiative that horizontal resolution matters for predictions of the future evolution of the ozone hole. The numerical scheme will be evaluated using performance metrics based on satellite observations of long-lived tracers. The final lecture will discuss the evolution of chemical transport models over the last decade. Some of the problems with assimilated winds will be demonstrated, using satellite data to evaluate the simulations.
THE LINDA CRANE MEMORIAL LECTURE: Striving for Excellence

PubMed Central

Hayes, Sherrill H

2010-01-01

Historically, invited lecturers have often challenged us to define excel lence in physical therapy practice, or in our academic programs. While some have addressed different char acteristics of excellence, our profession has not really come together to address 2 very important questions: what does “quality” mean in physical therapist education? And how do we measure it? Using 3 elements of Friendship, Leadership, and Mentoring, and Defining Excellence and juxtaposing these with Linda Crane and her life, a vision of excellence in physical therapy educational programs was explored in this invited lecture. The text of that lecture ensues. PMID:20520760
Implementation of cooperative learning through collaboration with foreign lecturer to improve students' understanding and soft skills in the course of drug delivery system

NASA Astrophysics Data System (ADS)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

The course of Drug Delivery Systems is an elective that supports the development of new products in pharmaceutical industry. The existing learning process has been in the form of one-direction face-to-face lecturing. During the lecture, students find it difficult to follow or understand the materials, so they become passive. Also, class effectiveness is low because it cannot develop students' active participation during the learning process. To improve the learning outcomes and to achieve the desired competence, innovations in the learning process should be attempted. This learning model aimed to improve students' understanding of and soft skills in the course of Drug Delivery Systems through a cooperative learning method and collaboration with foreign lecturers. The order of cooperative learning included explaining the desired learning outcomes of each topic, providing reading materials for students to learn when preparing their papers, instructing students to work on group assignments and to help each other to master the lesson through question-answer sessions and discussions among group members, encouraging group presentations, and evaluating through quizzes. The foreign lecturers played a role in enriching teaching materials and providing an international class atmosphere. The students' hard skills assessed from the quiz, midterm exam, and final semester exam showed a minimum score of 70 > 80% in the quiz and final semester exam components, while the midterm exam value with a minimum of 70 > 80% was only 6%. The assessment of soft skills obtained from the students' independence in constructing knowledge to complete assignments and resolve problems indicated such outcomes as each group's better ability to access relevant journals, their active participation in group discussions, discipline to submit assignments, discipline to be punctual, and good communication skills. It can be concluded that cooperative learning method could improve the soft skills of students
Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery.

PubMed

Taglieri, Catherine; Schnee, David; Dvorkin Camiel, Lana; Zaiken, Kathy; Mistry, Amee; Nigro, Stefanie; Tataronis, Gary; Patel, Dhiren; Jacobson, Susan; Goldman, Jennifer

2017-05-01

To determine whether team based learning (TBL) is superior to traditional lecture -based learning in confidence and knowledge retention one year later. A survey was administered 17 months after a completion of a required over-the-counter /self-care (OTC) course to two different cohorts of students. The survey assessed confidence and knowledge related to OTC topics. The lecture group had a traditional lecture based classroom experience; the intervention group experienced a TBL format throughout the entire course. One hundred forty-seven students of 283 enrolled (51.9%) in the lecture group and 222 of 305 (72.8%) students in the TBL group participated in the knowledge assessment and survey. Demographic data including student grade point averages (GPA) and confidence were similar in both groups. Mean assessment scores (±SD) on OTC knowledge was significantly higher in the traditional lecture based group versus the TBL group; 62.9±19.3 vs. 54.9±15.7 (p=0.001). Although TBL is thought to improve student engagement and mastery of material, after an initial implementation of TBL, knowledge retention in the long term appears to be lower than lecture based learning. Copyright © 2017 Elsevier Inc. All rights reserved.
Highlights lecture EANM 2014: "Gimme gimme gimme those nuclear Super Troupers".

PubMed

de Jong, Marion; Van Laere, Koen

2015-04-01

The EANM Congress 2014 took place in Gothenburg, Sweden, from 18 to 22 October under the presidency of Prof. Wim Oyen, chair of the EANM Scientific Committee. Prof. Peter Gjertsson chaired the Local Organizing Committee, according to the standardized EANM congress structure. The meeting was a highlight for the multidisciplinary community that forms the heart and soul of nuclear medicine; attendance was exceptionally high. In total almost 5,300 participants came to Gothenburg, and 1,397 colleagues participated via the EANM LIVE sessions ( http://eanmlive.eanm.org/index.php ). Participants from all continents were presented with an excellent programme consisting of symposia, scientific and featured sessions, CME sessions, and plenary lectures. These lectures were devoted to nuclear medicine therapy, hybrid imaging and molecular life sciences. Two tracks were included in the main programme, clustering multi-committee involvement: the 5th International Symposium on Targeted Radionuclide-therapy and Dosimetry (ISTARD) and the first Molecules to Man (M2M) track, an initiative of the EANM Committees for Translational Molecular Imaging, Radiopharmacy and Drug Development. The industry made a substantial contribution to the success of the congress demonstrating the latest technology and innovations in the field. During the closing Highlights Lecture, a selection of the best-rated abstracts was presented including diverse areas of nuclear medicine: physics and instrumentation, radiopharmacy, preclinical imaging, oncology (with a focus on the clinical application of newly developed tracers) and radionuclide therapy, cardiology and neurosciences. This Highlights Lecture could only be a brief summary of the large amount of data presented and discussed during the meeting, which can be found in much greater detail in the congress proceedings book, published as Volume 41, Supplement 2 of the European Journal of Nuclear Medicine and Molecular Imaging in October 2014.
Reflections on 19th-Century Experience with Knowledge Diffusion: The Sixth Annual Howard Davis Memorial Lecture, April 11, 1991.

ERIC Educational Resources Information Center

Weiss, Carol H.

1991-01-01

Provides the text of the Howard Davis Memorial Lecture, which was presented to the Knowledge Utilization Society in 1991. The lecture describes the work of the Society for the Diffusion of Useful Knowledge, which was active in Great Britain the nineteenth century and compares it with current practices in the field of knowledge utilization. (12…
The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap

ERIC Educational Resources Information Center

Murphy, Cheryl A.; Stewart, John C.

2015-01-01

Blended learning options vary and universities are exploring an assortment of instructional combinations, some involving video lectures as a replacement for face-to-face (f2f) lectures. This methodological study investigates the impact of the provision of lecture choice (online or f2f) on overall student achievement and course engagement. This…
Optoelectronic lessons as an interdisciplinary lecture

NASA Astrophysics Data System (ADS)

Wu, Dan; Wu, Maocheng; Gu, Jihua

2017-08-01

It is noticed that more and more students in college are passionately curious about the optoelectronic technology, since optoelectronic technology has advanced extremely quickly during the last five years and its applications could be found in a lot of domains. The students who are interested in this area may have different educational backgrounds and their majors cover science, engineering, literature and social science, etc. Our course "History of the Optoelectronic Technology" is set up as an interdisciplinary lecture of the "liberal education" at our university, and is available for all students with different academic backgrounds from any departments of our university. The main purpose of the course is to show the interesting and colorful historical aspects of the development of this technology, so that the students from different departments could absorb the academic nourishment they wanted. There are little complex derivations of physical formulas through the whole lecture, but there are still some difficulties about the lecture which is discussed in this paper.
Combination of didactic lectures and review sessions in endocrinology leads to improvement in student performance as measured by assessments.

PubMed

Qureshi, Ayisha; Cozine, Cassy; Rizvi, Farwa

2013-03-01

There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance. To compare performance, the same student group was taught three units of endocrinology (growth hormone, thyroid hormone, and diabetes). Students were divided into the following three groups: diabetes didactic lectures only, growth hormone didactic lectures plus review, and thyroid hormone didactic lectures plus review. All three topics were covered in the didactic lectures, but only growth hormone and thyroid hormone topics were covered in the review session. At the end of the course, all students were given formative assessments in the form of multiple-choice questions. A highly significant increase (P < 0.000) in the percentage of correct responses on the questions covering growth hormone (mean: 0.838, SD: 0.158) and thyroid hormone (mean: 0.686, SD: 0.232) compared with diabetes (mean: 0.478, SD: 0.259) was observed. In conclusion, this study provides further evidence that the combination of didactic lectures and an active review session leads to an improvement in student performance.
Proceedings of the Symposium Teaching Cardiovascular Physiology Outside the Lecture Hall.

ERIC Educational Resources Information Center

Michael, Joel A.; Rovick, Allen A., Eds.

1983-01-01

Provided are 10 papers presented during a symposium on teaching cardiovascular physiology outside the lecture hall. Topics addressed include a mechanical model of the cardiovascular system for effective teaching, separate course for experiments in cardiovascular physiology, selective laboratory (alternative to cookbook experiments), cardiovascular…
The Lecture as a Transmedial Pedagogical Form: A Historical Analysis

ERIC Educational Resources Information Center

Friesen, Norm

2011-01-01

The lecture has been much maligned as a pedagogical form, yet it persists and even flourishes today in the form of the podcast, the TED talk, and the "smart" lecture hall. This article examines the lecture as a pedagogical genre, as "a site where differences between media are negotiated" (Franzel) as these media coevolve. This examination shows…
Does Instructor's Image Size in Video Lectures Affect Learning Outcomes?

ERIC Educational Resources Information Center

Pi, Z.; Hong, J.; Yang, J.

2017-01-01

One of the most commonly used forms of video lectures is a combination of an instructor's image and accompanying lecture slides as a picture-in-picture. As the image size of the instructor varies significantly across video lectures, and so do the learning outcomes associated with this technology, the influence of the instructor's image size should…
Managing Problem-Based Learning in Large Lecture Sections

ERIC Educational Resources Information Center

Bledsoe, Karen E.

2011-01-01

Problem-based learning can enhance reasoning and concept development among undergraduate college students by presenting content within authentic contexts. However, large lecture sections present problems and barriers to implementing PBL. This article discusses approaches used by the author to infuse PBL into large biology lecture sections, and…
Interteaching: The Impact of Lectures on Student Performance

ERIC Educational Resources Information Center

Saville, Bryan K.; Cox, Troy; O'Brien, Sean; Vanderveldt, Ariana

2011-01-01

Several studies suggest that interteaching improves student learning more than traditional lectures, but few have examined which components of interteaching contribute to its efficacy. We examined whether the lecture component of interteaching affected students' exam grades and cumulative point totals in a research methods course. Although…
"Just Remember This": Lexicogrammatical Relevance Markers in Lectures

ERIC Educational Resources Information Center

Deroey, Katrien L. B.; Taverniers, Miriam

2012-01-01

This paper presents a comprehensive overview of lexicogrammatical devices which highlight important or relevant points in lectures. Despite the established usefulness of discourse organizational cues for lecture comprehension and note-taking, very little is known about the marking of relevance in this genre. The current overview of…

An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-Based Learning

ERIC Educational Resources Information Center

Huggins, Christopher M.; Stamatel, Janet P.

2015-01-01

Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents…
The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing

PubMed Central

Burton, William B; Ma, Terence P; Grayson, Martha S

2017-01-01

Background: In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Methods: Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Results: Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. Conclusions: With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods. PMID:29349337
Glenn Lecture With Crew of Apollo 11

NASA Image and Video Library

2009-07-18

On the eve of the fortieth anniversary of Apollo 11's first human landing on the Moon, NASA Mission Control creator and former NASA Johnson Space Center director Chris Kraft speaks during a lecture in honor of Apollo 11 at the National Air and Space Museum in Washington, Sunday, July 19, 2009. Guest speakers included Former NASA Astronaut and U.S. Senator John Glenn, Apollo 11 crew members, Buzz Aldrin, Neil Armstrong, and Michael Collins. Photo Credit: (NASA/Bill Ingalls)
Glenn Lecture With Crew of Apollo 11

NASA Image and Video Library

2009-07-18

On the eve of the fortieth anniversary of Apollo 11's first human landing on the Moon, Apollo 11 crew member, Michael Collins speaks during a lecture in honor of Apollo 11 at the National Air and Space Museum in Washington, Sunday, July 19, 2009. Guest speakers included Former NASA Astronaut and U.S. Senator John Glenn, NASA Mission Control creator and former NASA Johnson Space Center director Chris Kraft and the crew of Apollo 11. Photo Credit: (NASA/Bill Ingalls)
Glenn Lecture With Crew of Apollo 11

NASA Image and Video Library

2009-07-18

On the eve of the fortieth anniversary of Apollo 11's first human landing on the Moon, Former NASA Astronaut and U.S. Senator John Glenn speaks during a lecture in honor of Apollo 11 at the National Air and Space Museum in Washington, Sunday, July 19, 2009. Guest speakers included NASA Mission Control creator and former NASA Johnson Space Center director Chris Kraft, Apollo 11 crew members, Buzz Aldrin, Neil Armstrong, and Michael Collins. Photo Credit: (NASA/Bill Ingalls)
Glenn Lecture With Crew of Apollo 11

NASA Image and Video Library

2009-07-18

On the eve of the fortieth anniversary of Apollo 11's first human landing on the Moon, Apollo 11 crew member, Buzz Aldrin speaks during a lecture in honor of Apollo 11 at the National Air and Space Museum in Washington, Sunday, July 19, 2009. Guest speakers included Former NASA Astronaut and U.S. Senator John Glenn, NASA Mission Control creator and former NASA Johnson Space Center director Chris Kraft and the crew of Apollo 11. Photo Credit: (NASA/Bill Ingalls)
Automatic Camera Control System for a Distant Lecture with Videoing a Normal Classroom.

ERIC Educational Resources Information Center

Suganuma, Akira; Nishigori, Shuichiro

The growth of a communication network technology enables students to take part in a distant lecture. Although many lectures are conducted in universities by using Web contents, normal lectures using a blackboard are still held. The latter style lecture is good for a teacher's dynamic explanation. A way to modify it for a distant lecture is to…
Portraiture in the Large Lecture: Storying One Chemistry Professor's Practical Knowledge

NASA Astrophysics Data System (ADS)

Eddleton, Jeannine E.

Practical knowledge, as defined by Freema Elbaz (1983), is a complex, practically oriented set of understandings which teachers use to actively shape and direct their work. The goal of this study is the construction of a social science portrait that illuminates the practical knowledge of a large lecture professor of general chemistry at a public research university in the southeast. This study continues Elbaz's (1981) work on practical knowledge with the incorporation of a qualitative and intentionally interventionist methodology which "blurs the boundaries of aesthetics and empiricism in an effort to capture the complexity, dynamics, and subtlety of human experience and organizational life," (Lawrence-Lightfoot & Davis, 1997). This collection of interviews, observations, writings, and reflections is designed for an eclectic audience with the intent of initiating conversation on the topic of the large lecture and is a purposeful attempt to link research and practice. Social science portraiture is uniquely suited to this intersection of researcher and researched, the perfect combination of methodology and analysis for a project that is both product and praxis. The following research questions guide the study. • Are aspects of Elbaz's practical knowledge identifiable in the research conversations conducted with a large lecture college professor? • Is practical knowledge identifiable during observations of Patricia's large lecture? Freema Elbaz conducted research conversations with Sarah, a high school classroom and writing resource teacher who conducted much of her teaching work one on one with students. Patricia's practice differs significantly from Sarah's with respect to subject matter and to scale.
Effects of e-learning, lectures, and role playing on nursing students' knowledge acquisition, retention and satisfaction.

PubMed

Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

2015-01-01

Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students' learning, retention, and satisfaction. Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students' ideas about the whole course. The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students' satisfaction from e-learning was significantly lower than lecturing and role playing. Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students' satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran.
Effects of e-learning, lectures, and role playing on nursing students’ knowledge acquisition, retention and satisfaction

PubMed Central

Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

2015-01-01

Background: Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students’ learning, retention, and satisfaction. Methods: Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students’ ideas about the whole course. Results: The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students’ satisfaction from e-learning was significantly lower than lecturing and role playing. Conclusion: Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students’ satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran. PMID:26000257
Lectures on Black Hole Quantum Mechanics

NASA Astrophysics Data System (ADS)

Wilczek, Frank

physics. (The macroscopic properties of large black holes, in particular those of astrophysical interest, are presumably well described by the familiar Einstein-Maxwell action which governs the massless fields. Heavy fields will at most provide Yukawa tails to the field surrounding the hole.) I will show how perturbations may be set up and analyzed completely, and why doing this is crucial for understanding the semiclassical physics of the hole including the Hawking radiation quantitatively. It will emerge that there is a class of dilaton black holes which behave as rather straightforward elementary particles. In the other two lectures I discussed the issue of hair on black holes, in particular the existence of hair associated with discrete gauge charges and its physical consequences. This hair is particularly interesting to analyze because it is invisible classically and to all order in ℏ. Its existence shows that black holes can have some "internal" quantum numbers in addition to their traditional classification by mass, charge, and angular momentum. The text that follows, follows the original papers closely.
Annual Advances in Cancer Prevention Lecture | Division of Cancer Prevention

Cancer.gov

2015 Keynote Lecture HPV Vaccination: Preventing More with Less A special keynote lecture became part of the NCI summer Curriculum in Cancer Prevention in 2000. This lecture will be held on Thursday, July 23, 2015 at 3:00pm at Masur Auditorium, Building 10, NIH Main Campus, Bethesda, MD. This year’s keynote speaker is Dr. Douglas Lowy, NCI Acting Director. |
Reassessing the Value of University Lectures. Issues and Ideas Paper

ERIC Educational Resources Information Center

French, Sarah; Kennedy, Gregor

2016-01-01

Over the past few years the question of whether the lecture is an effective teaching method has been one of the most heatedly debated topics in the field of higher education. While research on the effectiveness of lectures has been carried out since at least the 1960s, the value of the lecture has been increasingly questioned recently for a number…
Annual Advances in Cancer Prevention Lecture | Division of Cancer Prevention

Cancer.gov

2016 Keynote Lecture Polyvalent Vaccines Targeting Oncogenic Driver Pathways A special keynote lecture became part of the NCI Summer Curriculum in Cancer Prevention in 2000. This lecture will be held on Thursday, July 21, 2016 at 1:30pm at Masur Auditorium, Building 10, NIH Main Campus, Bethesda, MD. This year’s keynote speaker is Dr. Mary L. (Nora) Disis, MD. |
Fulbrights for Soviet Lectures

NASA Astrophysics Data System (ADS)

Packard, Craig

The Council for International Exchange of Scholars is still accepting applications for Fulbright awards to lecture in the sciences in the Soviet Union for academic year 1989-1990. Because the original deadline, September 15, has passed, applications will be processed immediately, and the 1989-1990 Fulbright Scholar Program Faculty Grants close when an adequate number of applicants is approved for nomination.Applications can be in the “Any Field” category or in the more specific categories sought by the Soviet Union, including geophysics at Tashkent; geology at the Gubkin Institute of Oil, Chemical, and Gas Industry; environmental sciences (cultivation of microalgae in sewage; continental shelf development, water resources protection, and economic aspects); and forest restoration technology. Awards are also available in chemistry, life sciences, and physics and astronomy.
An Empirical Study of Lecturers' Appropriation of Social Technologies for Higher Education

ERIC Educational Resources Information Center

Hamid, Suraya; Waycott, Jenny; Kurnia, Sherah; Chang, Shanton

2014-01-01

The use of Online Social Networking (OSN) educational activities has become commonplace in today's higher education. OSN enables lecturers and students to generate and share content, interact, and collaborate in the knowledge construction process. The pedagogical benefits of social technologies have been widely discussed. However, less is known…
v9 = ? The Answer Depends on Your Lecturer

ERIC Educational Resources Information Center

Kontorovich, Igor'

2016-01-01

This article is concerned with the approaches to the root concept that lecturers in calculus, linear algebra and complex analysis employ in their instruction. Three highly experienced university lecturers participated in the study. In the individual interviews the participants referred to roots of real numbers, roots of complex numbers, roots as…
Creation of a web-based lecture series for psychiatry clerkship students: initial findings.

PubMed

Martin, Vicki L; Bennett, David S

2004-01-01

In recent years, the trend in medical education has been to utilize clerkship settings outside the medical school. Subsequently, students rotate at distant sites from the main campus and have lectures of varying quantity and quality. The objective of the present study was to standardize the core didactic experience for students in the Psychiatry clerkship by using web-based lectures and to assess student satisfaction with such lectures. Students completed a brief satisfaction questionnaire after viewing both web-based and live lectures. Students rated both web-based and live lectures positively, although overall satisfaction ratings were higher for live lectures. Shelf-exam scores improved for the current year, suggesting that learning was not negatively affected by the use of web-based lectures. Web-based lectures appear to be a feasible and satisfactory way to ensure didactic comparability across clinical sites.
Annual Advances in Cancer Prevention Lecture | Division of Cancer Prevention

Cancer.gov

2017 Keynote Lecture Re-visiting the Causes of Cancer A special keynote lecture became part of the NCI Summer Curriculum in Cancer Prevention in 2000. This lecture will be held on Thursday, July 20, 2017 at 1:30pm at Masur Auditorium, Building 10, NIH Main Campus, Bethesda, MD. This year’s keynote speaker is Sir Richard Peto, Fellow of the Royal Soceity (FRS) of London. |
Automatic Online Lecture Highlighting Based on Multimedia Analysis

ERIC Educational Resources Information Center

Che, Xiaoyin; Yang, Haojin; Meinel, Christoph

2018-01-01

Textbook highlighting is widely considered to be beneficial for students. In this paper, we propose a comprehensive solution to highlight the online lecture videos in both sentence- and segment-level, just as is done with paper books. The solution is based on automatic analysis of multimedia lecture materials, such as speeches, transcripts, and…

A comparative assessment of nursing students' cognitive knowledge of blood transfusion using lecture and simulation.

PubMed

Flood, Lisa S; Higbie, Julie

2016-01-01

Professional nurses must have the knowledge and skills to safely administer blood products and monitor for life-threatening complications. Nurse educators should ensure that student nurses also learn how to safely administer blood products; however students rarely have the opportunity to witness and manage adverse transfusion reactions. Despite the low incidence of rare adverse transfusion reactions, nursing students must be able to immediately recognize transfusion reactions, implement appropriate interventions, and communicate effectively with health care providers. To reinforce blood transfusion knowledge, practice technical skills, and promote management of adverse reactions, a human patient simulation experience was created for baccalaureate nursing students to provide application of related classroom content. Using a quasi-experimental design, students who received a related didactic lecture preceding the simulation were compared with students who did not receive the lecture. The lecture group's pre/posttest mean scores (n = 42) were significantly higher than the no lecture group's mean scores (n = 44). This simulation design included proper blood administration procedures, patient monitoring, management of transfusion reactions, and practice with interdisciplinary communication. Participation in a human patient simulation following a related didactic lecture may be useful to strengthen cognitive learning and help bridge the didactic-clinic gap. Copyright © 2015 Elsevier Ltd. All rights reserved.
Peer Lecturing as Project-Based Learning: Blending Socio-Affective Influences with Self-Regulated Learning

ERIC Educational Resources Information Center

Seroussi, Dominique-Esther; Sharon, Rakefet

2017-01-01

As a contribution to the efforts to understand the influence of peer presence on self-regulated learning, this paper studies students' reaction to a project-based activity, the final product of which was a scientific communication to peers. In this activity, "peer lecturing," the students formulate a question on a topic linked to the…
[Dr. Michiharu Matsuoka, founder of the Department of Orthopaedic Surgery, Kyoto University, and his achievements. Part 4: Prof. M. Matsuoka's lecture to medical and civic communities].

PubMed

Hirotani, Hayato

2010-03-01

Dr. M. Matsuoka gave many lectures to physicians at the Postdoctoral Course Lectures sponsored by the Kyoto Eisei Kensasho (Kyoto Bacterial and Biochemical Laboratory) run by the Kyoto Medical Association, and the Postdoctoral Course Lectures of the Kyoto Medical School, Kyoto Imperial University. He was also invited to give lectures at several regional medical associations. He also was a speaker at the Kyoto Imperial University Extension course and he lectured at the Enryakuji Temple on Mt. Hiei, sponsored by a newspaper company. It is remarkable that these activities were carried out in addition to his other notable academic work previously reported.
Resident training for eclampsia and magnesium toxicity management: simulation or traditional lecture?

PubMed

Fisher, Nelli; Bernstein, Peter S; Satin, Andrew; Pardanani, Setul; Heo, Hye; Merkatz, Irwin R; Goffman, Dena

2010-10-01

To compare eclampsia and magnesium toxicity management among residents randomly assigned to lecture or simulation-based education. Statified by year, residents (n = 38) were randomly assigned to 3 educational intervention groups: Simulation→Lecture, Simulation, and Lecture. Postintervention simulations were performed for all and scored using standardized lists. Maternal, fetal, eclampsia management, and magnesium toxcity scores were assigned. Mann-Whitney U, Wilcoxon rank sum and χ(2) tests were used for analysis. Postintervention maternal (16 and 15 vs 12; P < .05) and eclampsia (19 vs 16; P < .05) scores were significantly better in simulation based compared with lecture groups. Postintervention magnesium toxcitiy and fetal scores were not different among groups. Lecture added to simulation did not lead to incremental benefit when eclampsia scores were compared between Simulation→Lecture and Simulation (19 vs 19; P = nonsignificant). Simulation training is superior to traditional lecture alone for teaching crucial skills for the optimal management of both eclampsia and magnesium toxicity, 2 life-threatening obstetric emergencies. Published by Mosby, Inc.
453rd Brookhaven Lecture

DOE Office of Scientific and Technical Information (OSTI.GOV)

Richard Ferrieri

2009-10-28

In this lecture titled "Striving Towards Energy Sustainability: How Will Plants Play a Role in Our Future?" Richard Ferrieri discusses how radiotracers and positron emission tomography (PET imaging) are providing a new look into plant processes that could lead to more renewable biofuels.
453rd Brookhaven Lecture

ScienceCinema

Richard Ferrieri

2017-12-09

In this lecture titled "Striving Towards Energy Sustainability: How Will Plants Play a Role in Our Future?" Richard Ferrieri discusses how radiotracers and positron emission tomography (PET imaging) are providing a new look into plant processes that could lead to more renewable biofuels.
TechNovation Lecture Series

NASA Image and Video Library

2011-02-17

Karim R. Lakhani, assistant professor at Harvard Business School, kicked off the Office of the Chief Technologist TechNovation Lecture series with his talk "Accessing the Ideas Cloud" on Thursday, Feb. 17, 2011 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)
Undergraduate Students' Experiences with Recorded Lectures: Towards a Theory of Acculturation

ERIC Educational Resources Information Center

Cilesiz, Sebnem

2015-01-01

The use of recorded lectures--an instructional format that involves recording live lectures and disseminating these recordings to students by means of various technologies--as substitutes for classroom instruction is a growing phenomenon in higher education. Sustained use of recorded lectures has the potential to significantly alter students'…
Psychometric Properties on Lecturers' Beliefs on Teaching Function: Rasch Model Analysis

ERIC Educational Resources Information Center

Mofreh, Samah Ali Mohsen; Ghafar, Mohammed Najib Abdul; Omar, Abdul Hafiz Hj; Mosaku, Monsurat; Ma'ruf, Amar

2014-01-01

This paper focuses on the psychometric analysis of lecturers' beliefs on teaching function (LBTF) survey using Rasch Model analysis. The sample comprised 34 Community Colleges' lecturers. The Rasch Model is applied to produce specific measurements on the lecturers' beliefs on teaching function in order to generalize results and inferential…
Abstract of Lectures

NASA Technical Reports Server (NTRS)

Froidevaux, Lucien

1993-01-01

Three lectures will be given. The first one will draw from the general literature on microwave sounding from space. The next two will focus on a description of the Microwave Limb Sounder (MLS) and results obtained from its measurements relating to atmospheric chemistry and dynamics; this will draw from material recently published (or soon-to-be published) by the MLS team.
A Model for Bilingual Physics Teaching: "The Feynman Lectures "

NASA Astrophysics Data System (ADS)

Metzner, Heqing W.

2006-12-01

Feynman was not only a great physicist but also a remarkably effective educator. The Feynman Lectures on Physics originally published in 1963 were designed to be GUIDES for teachers and for gifted students. More than 40 years later, his peculiar teaching ideas have special application to bilingual physics teaching in China because: (1) Each individual lecture provides a self contained unit for bilingual teaching; (2)The lectures broaden the physics understanding of students; and (3)Feynman's original thought in English is experienced through the bilingual teaching of physics.
Effect of lecture instruction on student performance on qualitative questions

NASA Astrophysics Data System (ADS)

Heron, Paula R. L.

2015-06-01

The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative questions on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, questions were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 questions, significantly worse for two questions, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four questions. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual questions but does not necessarily do so; in some cases it can even lead to a decrease.
Can Australian Universities Take Measures to Increase the Lecture Attendance of Marketing Students?

ERIC Educational Resources Information Center

Dolnicar, Sara; Kaiser, Sebastian; Matus, Katrina; Vialle, Wilma

2009-01-01

Lectures are a central element of traditional university learning, but Australian lecturers increasingly face very low levels of lecture attendance. A significant amount of research exists that investigates the drivers of lecture attendance. However, those studies typically study single factors in an isolated manner, thus overestimating the…
410th Brookhaven Lecture

ScienceCinema

Peter Steinberg

2017-12-09

In a lecture titled "Hotter, Denser, Faster, Smaller...and Nearly Perfect: What's the Matter at RHIC?", Steinberg discusses the basic physics of the quark-gluon plasma and BNL's Relativistic Heavy Ion Collider, with a focus on several intriguing results from RHIC's recently ended PHOBOS experiment.
Literary Lectures Presented at the Library of Congress.

ERIC Educational Resources Information Center

Library of Congress, Washington, DC.

This book contains 37 out-of-print lectures on American, English, and world literature that have been presented at the Library of Congress over the past 30 years. Lectures by Thomas Mann, T. S. Eliot, R. P. Blackmur, Archibald Henderson, Irving Stone, John O'Hara, MacKinlay Kantor, John Crowe Ransom, Delmore Schwartz, John Hall Wheelock, Robert…
Lecture Videos in Online Courses: A Follow-Up

ERIC Educational Resources Information Center

Evans, Heather K.; Cordova, Victoria

2015-01-01

In a recent study regarding online lecture videos, Evans (2014) shows that lecture videos are not superior to still slides. Using two Introduction to American Government courses, taught in a 4-week summer session, she shows that students in a non-video course had higher satisfaction with the course and instructor and performed better on exams than…
The (Embodied) Performance of Physics Concepts in Lectures

ERIC Educational Resources Information Center

Hwang, SungWon; Roth, Wolff-Michael

2011-01-01

Lectures are often thought of in terms of information transfer: students (do not) "get" or "construct meaning of" what physics professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not explain, for example, why students have a clear sense of understanding while they sit in a lecture…
Assessment, Marking and Feedback: Understanding the Lecturers' Perspective

ERIC Educational Resources Information Center

Norton, Lin; Norton, Bill; Sadler, Ian

2012-01-01

This study is part of a larger research project originally funded by the Write Now CETL looking at assessment, marking and feedback from the lecturers' perspective. Earlier findings have suggested that with new lecturers at least, there are some discipline differences in how able they feel they can put into practice what they have learned about…
Lecturer e-Training Program to Support University Teaching

ERIC Educational Resources Information Center

Chang-Tik, Chan

2017-01-01

This article attempts to explore the extent to which Lecturer e-Training Program (LeP) supports lecturers in their preparation for student-centred teaching. LeP was conducted in a blended mode, that is, it involved an online self-paced learning module followed by an interactive online discussion and ended with a face-to-face action learning. It…
Use of Lecture Capture in Higher Education--Lessons from the Trenches

ERIC Educational Resources Information Center

Newton, Genevieve; Tucker, Trent; Dawson, John; Currie, Elliott

2014-01-01

Lecture capture, defined here as the capturing of some or all elements of a live lecture in digital format, is becoming increasingly popular in higher education. Despite this increase in popularity, fewer than 10% of institutes of higher education globally have adopted comprehensive lecture capture systems. So, the majority of instructors wanting…

Hands-On Science, 680 Hands at a Time: Shrinking the Large Lecture with a Collapsing Can Experiment.

ERIC Educational Resources Information Center

Shipman, Harry L.

2001-01-01

Explains how hands-on science activities can be done in a class designed as a lecture setting. Uses the collapsing can activity to demonstrate the birth of a black hole. Evaluates student responses to the hands-on approach. (YDS)
Students and Recorded Lectures: Survey on Current Use and Demands for Higher Education

ERIC Educational Resources Information Center

Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim

2012-01-01

Online recordings of lectures provide students with anytime-anyplace access to lectures. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the…
Comparison of Internet versus lecture instructional methods for teaching nursing research.

PubMed

Woo, M A; Kimmick, J V

2000-01-01

Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.
Trends in National Emergency Medicine Conference Didactic Lectures Over a 6-Year Period.

PubMed

Gottlieb, Michael; Riddell, Jeff; Njie, Abdoulie

2017-01-01

National conference didactic lectures have traditionally featured hour-long lecture-based presentations. However, there is evidence that longer lectures can lead to both decreased attention and retention of information. The authors sought to identify trends in lecture duration, lecture types, and number of speakers at four national emergency medicine (EM) conferences over a 6-year period. The authors performed a retrospective analysis of the length, number of speakers, and format of didactic lectures at four different national EM conferences over 6 years. The authors abstracted data from the national academic assemblies for the four largest not-for-profit EM organizations in the United States: American Academy of Emergency Medicine, American College of Emergency Physicians, Council of Emergency Medicine Residency Directors, and Society for Academic Emergency Medicine. There was a significant yearly decrease in the mean lecture lengths for three of the four conferences. There was an increase in the percentage of rapid fire sessions over the preceding 2 years with a corresponding decrease in the percentage of general educational sessions. There was no significant difference in the mean number of speakers per lecture. An analysis of 4210 didactic lecture sessions from the annual meetings of four national EM organizations over a 6-year period showed significant decreases in mean lecture length. These findings can help to guide EM continuing medical education conference planning and research.
423rd Brookhaven Lecture

ScienceCinema

Mei Bai

2017-12-09

Among other things, scientists at BNL's Relativistic Heavy Ion Collider (RHIC) are studying a fundamental question of particle physics: What is responsible for proton "spin"? Physicist Mei Bai discusses this topic at the 423rd Brookhaven Lecture, "RHIC: The Worlds First High-Energy, Polarized-Proton Collider."
Active learning increases student performance in science, engineering, and mathematics.

PubMed

Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-06-10

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.
Active learning increases student performance in science, engineering, and mathematics

PubMed Central

Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-01-01

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756
Legends Lecture Series

NASA Image and Video Library

2011-10-13

Stennis Space Center Director Patrick Scheuermann (right) welcomes former leaders to the fourth Legends Lecture Series presentation Oct. 13. Stennis launched the series in November 2010 as part of a yearlong 50th anniversary celebration. The recent session focused on past rocket engine test work. Visiting Stennis legends were: (l to r) Dave Geiger, Patrick Mooney, Boyce Mix, J. Stephens Dick, James Taylor and Marvin Carpenter.
Content Based Lecture Video Retrieval Using Speech and Video Text Information

ERIC Educational Resources Information Center

Yang, Haojin; Meinel, Christoph

2014-01-01

In the last decade e-lecturing has become more and more popular. The amount of lecture video data on the "World Wide Web" (WWW) is growing rapidly. Therefore, a more efficient method for video retrieval in WWW or within large lecture video archives is urgently needed. This paper presents an approach for automated video indexing and video…
Use of Interactive Lecture Demonstrations: A Ten Year Study

ERIC Educational Resources Information Center

Sharma, Manjula D.; Johnston, Ian D.; Johnston, Helen; Varvell, Kevin; Robertson, Gordon; Hopkins, Andrew; Stewart, Chris; Cooper, Ian; Thornton, Ronald

2010-01-01

The widely held constructivist view of learning advocates student engagement via interactivity. Within the physics education research community, several specific interactive strategies have been developed to enhance conceptual understanding. One such strategy, the Interactive Lecture Demonstration (ILD) is designed for large lecture classes and,…
Revitalising Assessment Design: What Is Holding New Lecturers Back?

ERIC Educational Resources Information Center

Norton, Lin; Norton, Bill; Shannon, Lee

2013-01-01

This paper reports on a survey study exploring new lecturers' views on assessment design (using a questionnaire called the Assessment Design Inventory) with 586 newly qualified or still qualifying lecturers from UK universities. A factor analysis established two factors labelled "desirable practice" and "constraints".…
Values in Higher Education. The Wilson Lecture Series.

ERIC Educational Resources Information Center

Wilson, O. Meredith

The text of a lecture in the University of Arizona Wilson Lecture Series on values in higher education is presented, with responses by Richard H. Gallagher, Jeanne McRae McCarthy, and Raymond H. Thompson. The theme of the talk is that man is by evolution and by necessity a thinking animal, who now finds himself in a technologically dependent…
The Lecturer's Toolkit: A Resource for Developing Learning, Teaching & Assessment. Second Edition.

ERIC Educational Resources Information Center

Race, Phil

This "toolkit" ring binder is designed to help teachers develop their professional practice in higher education and to enhance their instruction and assessment. A smaller bound version of this second edition is designed to be used by individual lecturers as their personal copy; it contains fewer tasks and activities. The chapters are: (1)…
Forum: The Lecture and Student Learning. The Lecture and the Learning Paradigm

ERIC Educational Resources Information Center

Darling, Ann

2017-01-01

The essays in this forum demonstrate how the shift from an instructional to a learning paradigm is in full motion and is happening in scholarly conversations about communication and instruction. When asked about the role of the lecture in today's educational context, responses varied from some form of "none at all" to "the lecture…
Adult Education between the Wars: The Curious Case of the Selborne Lecture Bureau

ERIC Educational Resources Information Center

Clarke, Richard

2010-01-01

"Independent" lecture agencies are a neglected element in the history of education. Between 1918 and 1939, the Selborne Lecture Bureau was a significant national provider of adult education in Britain, both in its own right and as a supplier of lecture(r)s to Women's Institutes and other bodies, and it pioneered the use of films in…
[Hospital Doctors Should Receive Lecture for Sedation According to Joint Commission International].

PubMed

Ueshima, Hironobu; Komasawa, Nobuyasu; Kitamura, Akira

2015-08-01

At our hospital, intending to obtaining an approval from the Joint Commission International (JCI), we conducted a workshop on sedation for all staff physicians. A sedation instructor authorized by the Japanese Association for Medical Simulation gave a lecture using the "practice guidelines for sedation and administration of analgesics for non-anesthesiologists", revised in 2002 by the American Society of Anesthesiologists, following which, a test using 10 true-false questions was conducted, while before and after the lecture a questionnaire survey on the sedation lecture was carried out Among 191 physicians attending the lecture, except for one person, 7 or more questions were answered correctly. From the questionnaires, the sedation lectures were also generally accepted favourably. In the test of understanding, the mistakes were mostly in the sections on "sedation evaluation" "intraoperative monitoring" "pharmaceutical knowledge" and "airway management methods". The sedation lecture in the hospital was effective.
Supporting Survey Courses with Lecture-Tutorials and Backwards-Faded Scaffolded Inquiry

NASA Astrophysics Data System (ADS)

Slater, T. F.; Slater, S. J.

2013-12-01

In the course of learning science, it is generally accepted that successful science learning experiences should result in learners developing a meaningful understanding of the nature of science as inquiry where: (i) students are engaged in questions; (ii) students are designing plans to pursue data; and (iii) students are generating and defending conclusions based on evidence they have collected. Few of these learning targets can be effectively reached through a professor-centered, information download lecture. In response to national reform movements calling for professors to adopt teaching strategies and learning environments where non-science majors and future teachers can actively engage in scientific discourse, scholars with the CAPER Center for Astronomy & Physics Education Research have leveraged NSF DUE funding over the last decade to develop and systematically field-test two separate instructional approaches. The first of these is called Lecture-Tutorials (NSF 99077755 and NSF 9952232) . These are self-contained, classroom-ready, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course revision for implementation. Students are asked to reason about difficult concepts, while working in pairs, and to discuss their ideas openly. The second of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction (NSF 1044482). Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design
Students’ Perceptions of ‘Technology-Based’ Lecture Handouts

PubMed Central

Islam, Mohammed Nazrul; Majumder, Md. Anwarul Azim; Ja’afar, Rogayah; Rahman, Sayeeda

2005-01-01

Lecture handouts are widely used instructional tools. Handouts supplement rather than substitute students’ regular reading. It is now a common practice to supply PowerPoint handouts and publish lecture handouts on the web for students’ access. A study was conducted among the first year medical students (n=142) of School of Medical Sciences (SMS), Universiti Sains Malaysia (USM) in order to determine their perceptions and expectations with regards to lecture handouts provided to them. The majority of the students reported that they read the lecture handouts as a reference and found them useful as a guide for future learning. More than half (68%) of the students expressed dissatisfaction with the overall presentation format of the handouts which is mainly technology-related i.e. PowerPoint and photocopying. This study indicated that students’ expectations and experiences were positive towards the use of handouts. They used handouts as a means of supplementing rather than substituting their learning. Much care is needed when educators supply computer-based handouts, as this study shows a number of limitations when students use them. Medical schools should consider publishing web-based handouts with online and other facilities to make it interesting and effective. PMID:22605944
Lectures on Inhumanity: Teaching Medical Ethics in German Medical Schools Under Nazism.

PubMed

Bruns, Florian; Chelouche, Tessa

2017-04-18

Nazi medicine and its atrocities have been explored in depth over the past few decades, but scholars have started to examine medical ethics under Nazism only in recent years. Given the medical crimes and immoral conduct of physicians during the Third Reich, it is often assumed that Nazi medical authorities spurned ethics. However, in 1939, Germany introduced mandatory lectures on ethics as part of the medical curriculum. Course catalogs and archival sources show that lectures on ethics were an integral part of the medical curriculum in Germany between 1939 and 1945. Nazi officials established lecturer positions for the new subject area, named Medical Law and Professional Studies, at every medical school. The appointed lecturers were mostly early members of the Nazi Party and imparted Nazi political and moral values in their teaching. These values included the unequal worth of human beings, the moral imperative of preserving a pure Aryan people, the authoritarian role of the physician, the individual's obligation to stay healthy, and the priority of public health over individual-patient care. This article shows that there existed not only a Nazi version of medical ethics but also a systematic teaching of such ethics to students in Nazi Germany. The findings illustrate that, from a historical point of view, the notion of "eternal values" that are inherent to the medical profession is questionable. Rather, the prevailing medical ethos can be strongly determined by politics and the zeitgeist and therefore has to be repeatedly negotiated.
16mm Film and Videotape Lectures and Demonstrations. 1976/1977 Catalog.

ERIC Educational Resources Information Center

Massachusetts Inst. of Tech., Cambridge. Center for Advanced Engineering Study.

The Massachusetts Institute of Technology provides a catalog of 16mm filmed and videotaped lectures and demonstrations. Each listing includes title, short description, length of presentation, catalog number, purchase and rental prices, and indications as to whether the item is film or videotape and black-and-white or color. The catalog is divided…

Changing Children’s Understanding of the Brain: A Longitudinal Study of the Royal Institution Christmas Lectures as a Measure of Public Engagement

PubMed Central

Gjersoe, Nathalia L.; Hood, Bruce

2013-01-01

Demonstrating the impact of public engagement is an increasingly important activity for today’s academics and researchers. The difficulty is that many areas of interest do not lend themselves well to evaluation because the impact of each single intervention can be hard to trace and take time to become manifest. With this in mind, we evaluated a lecture based around the 2011 Royal Institution Christmas Lectures, ”Meet Your Brain,” delivered to school children from low performing schools. We compared knowledge about four neuroscience facts one week before, one week after and six weeks after the lecture. Analysis revealed significant knowledge transfer one week after the lecture that was retained five weeks later. We conclude that public engagement through tailored lectures can have significant impact in the moderate term with the potential to leave a lasting impression over a longer period. PMID:24260513
Lecture Comprehension and Note-Taking for L2 Students.

ERIC Educational Resources Information Center

Fahmy, Jane Jackson; Bilton, Linda

Most information is still conveyed to university students through lectures. This necessitates that students have sophisticated listening and note-taking skills, and poses additional difficulties for non-native students. To identify areas for improvement, science lectures in English in the Sultanate of Oman were analyzed. The relationship between…
Universal Design for Learning in Teaching Large Lecture Classes

ERIC Educational Resources Information Center

Dean, Tereza; Lee-Post, Anita; Hapke, Holly

2017-01-01

To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four…
Analysing Lecturer Practice: The Role of Orientations and Goals

ERIC Educational Resources Information Center

Hannah, John; Stewart, Sepideh; Thomas, Mike

2011-01-01

This article continues a fairly recent trend of research examining the teaching practice of university mathematics lecturers. A lecturer's pedagogical practices in a course in linear algebra were discussed via a supportive community of inquiry. We use Schoenfeld's framework describing the relationship of resources, orientations and goals to…
Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

NASA Astrophysics Data System (ADS)

Tobin, R. G.

2018-01-01

Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in many other fields. In introductory college physics classes, some departments have departed radically from conventional lecture-recitation-laboratory course structures, but many, including my own, retain the basic format of large-group classroom sessions (lectures) supplemented by smaller-group meetings focused on problem solving (recitations) and separate laboratory meetings. Active student engagement in the lectures is encouraged through approaches such as Peer Instruction and Interactive Lecture Demonstrations, and these approaches have been demonstrably successful.
Student Perceptions of Online Lectures and WebCT in an Introductory Drug Information Course

PubMed Central

Freeman, Maisha Kelly; Schrimsher, Robert H.; Kendrach, Michael G.

2006-01-01

Objectives To determine student perceptions regarding online lectures and quizzes during an introductory drug information course for first-year professional doctor of pharmacy students. Design Formal and online lectures, online quizzes, written semester projects, a practice-based examination, a careers in pharmacy exercise, and a final examination were used to deliver the course content and assess performance. A multiple-choice survey instrument was used to evaluate student perceptions of WebCT and online lectures. Assessment More than 47% of students reported that online lectures helped them learn the material better, 77% reported that lectures would be used to study for the final examination, and 59% reported that they would use WebCT lectures for future classes. Approximately 40% of students agreed that online lectures should be used in future courses. Conclusion Students reported that WebCT was easy to use; however, the majority of students preferred in-class lectures compared to online lectures. A positive correlation was observed for those students who performed well on the online quizzes and those who performed well on the final examination. PMID:17332852
Student-generated questions during chemistry lectures: Patterns, self-appraisals, and relations with motivational beliefs and achievement

NASA Astrophysics Data System (ADS)

Bergey, Bradley W.

Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context.
The effect of podcast lectures on nursing students' knowledge retention and application.

PubMed

Abate, Karen S

2013-01-01

This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students. Nursing education no longer simply occurs in a fixed location or time. Computer-enhanced mobile learning technologies, such as academic podcasts, must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education. A convenience sample of 35 female undergraduate nursing students was randomized into three groups: a traditional face-to-face lecture group, an unsegmented (non-stop) podcast lecture group, and a segmented podcast lecture group. Retention and application of information were measured through a multiple-choice quiz and a case study based on lecture content. Students in the segmented podcast lecture group demonstrated higher scores on multiple-choice and case-study assessments than those in the other two groups. Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education.
Lecture Capture Podcasts: Differential Student Use and Performance in a Large Introductory Course

ERIC Educational Resources Information Center

Williams, Adrienne E.; Aguilar-Roca, Nancy M.; O'Dowd, Diane K.

2016-01-01

Video "podcast" recordings of lectures are popular with students, but are often associated with a decrease in attendance and little increase in performance. Assessment has generally focused on the class as a whole, potentially masking benefits to different subgroups. In this study, conducted in 2 sections of a large active-learning…
Use of lecture recordings in dental education: assessment of status quo and recommendations.

PubMed

Horvath, Zsuzsa; O'Donnell, Jean A; Johnson, Lynn A; Karimbux, Nadeem Y; Shuler, Charles F; Spallek, Heiko

2013-11-01

This research project was part of a planned initiative at the University of Pittsburgh School of Dental Medicine to incorporate lecture recordings as standard educational support technologies. The goal of an institutional survey was 1) to gather current data about how dental educators across the United States and Canada use lecture recordings; 2) determine dental educators' perceived value and outcomes of using lecture recordings; and 3) develop recommendations based on #1 and #2 for the dental education community. Of the sixty-six North American dental schools at the time of the study, forty-five schools responded to the survey, for a 68 percent response rate. Of the respondents, twenty-eight schools were found to currently conduct lecture recording; these comprised the study sample. This study focused on the dental schools' past experiences with lecture recording; thus, those not currently engaged in lecture recording were excluded from further analysis. The survey questions covered a wide range of topics, such as the scope of the lecture recording, logistics, instructional design considerations, outcomes related to student learning, evaluation and reception, barriers to lecture recording, and issues related to copyright and intellectual property. The literature review and results from the survey showed that no common guidelines for best practice were available regarding lecture recordings in dental education. The article concludes with some preliminary recommendations based on this study.
The Effect on Student Achievement of Increasing Kinetic Structure of Teachers' Lectures.

ERIC Educational Resources Information Center

Lamb, William G.; And Others

1979-01-01

Tests O. R. Anderson's theory of kinetic structure of verbal communications by administering lectures on swine flu to high school biology students and then reteaching the lectures with increased commonality. Results weakly support Anderson's theory. Implications are made for training teachers to increase the commonality of their lectures. (CS)
Lecture Notes and Essays in Astrophysics I. I Astrophysics Symposium of the GEA-RSEF.

NASA Astrophysics Data System (ADS)

Ulla, Ana; Manteiga, Minia

2004-12-01

This volume entittled "Lecture Notes and Essays in Astrophysics" is the first of a series containing the invited reviews and lectures presented during the biannual meetings of the Astrophysics Group of the spanish RSEF ("Real Sociedad Española de Física"). In particular, it includes the conferences and reviews presented during the meeting held at Madrid (Spain) on July 2003 during the First Centennial of the Spanish RSEF. The book is aimed to offer the specialized public, and particularly the astrophysics postgraduate students, selected comprehensive reviews on hot topics lectured by relevant speakers on the subject ("Lecture Notes"). The issue is complemented by a set of chapters on more specific topics ("Essays"). The turn of century has been rich with new discoveries, from the detections of extrasolar planets to the discovery of the the farthest galaxies ever seen or the detection of acceleration in the expansion of the Universe. Spain is leaving her imprint in the telescope making revolution and is promoting the construction of a 10.4 metre telescope in the ``Roque de Los Muchachos" observatory, in the Island of La Palma, Spain. This book provides an interesting insight on selected topics of modern Astrophysics as developped by Spanish astronomers.
Determinants of Mobile Wireless Technology for Promoting Interactivity in Lecture Sessions: An Empirical Analysis

ERIC Educational Resources Information Center

Gan, Chin Lay; Balakrishnan, Vimala

2014-01-01

The aim of this paper is to identify adoption factors of mobile wireless technology to increase interactivity between lecturers and students during lectures. A theoretical framework to ascertain lecturers' intentions to use mobile wireless technology during lectures (dependent variable) is proposed with seven independent variables. The…
Linus Pauling Memorial Lectures

Science.gov Websites

Institute for Science, Engineering and Public Policy Home About The Institute Format/Policy Pauling Memorial Lectures Science, Engineering and Public Policy 2017-2018 Sabbatical Year Taking a Year Physics to the New Philosophy Terry Bristol Institute for Science, Engineering and Public Policy 7:00pm
Lectures on Chiral Symmetries and Soft Pion Processes

DOE R&D Accomplishments Database

Nambu, Y.

1966-08-01

At the Istanbul Summer School in 1962 I gave lectures on "Chiral Symmetries in Weak and Strong Interactions." It is only recently, however, that the basic ideas that were started several years ago have begun to bear fruit. We will cover in the present lectures more or less the same general field, but certainly there will be a lot more results to be discussed now than four years ago.
Comparison of the didactic lecture with the simulation/model approach for the teaching of a novel perioperative ultrasound curriculum to anesthesiology residents.

PubMed

Ramsingh, Davinder; Alexander, Brenton; Le, Khanhvan; Williams, Wendell; Canales, Cecilia; Cannesson, Maxime

2014-09-01

To expose residents to two methods of education for point-of-care ultrasound, a traditional didactic lecture and a model/simulation-based lecture, which focus on concepts of cardiopulmonary function, volume status, and evaluation of severe thoracic/abdominal injuries; and to assess which method is more effective. Single-center, prospective, blinded trial. University hospital. Anesthesiology residents who were assigned to an educational day during the two-month research study period. Residents were allocated to two groups to receive either a 90-minute, one-on-one didactic lecture or a 90-minute lecture in a simulation center, during which they practiced on a human model and simulation mannequin (normal pathology). Data points included a pre-lecture multiple-choice test, post-lecture multiple-choice test, and post-lecture, human model-based examination. Post-lecture tests were performed within three weeks of the lecture. An experienced sonographer who was blinded to the education modality graded the model-based skill assessment examinations. Participants completed a follow-up survey to assess the perceptions of the quality of their instruction between the two groups. 20 residents completed the study. No differences were noted between the two groups in pre-lecture test scores (P = 0.97), but significantly higher scores for the model/simulation group occurred on both the post-lecture multiple choice (P = 0.038) and post-lecture model (P = 0.041) examinations. Follow-up resident surveys showed significantly higher scores in the model/simulation group regarding overall interest in perioperative ultrasound (P = 0.047) as well understanding of the physiologic concepts (P = 0.021). A model/simulation-based based lecture series may be more effective in teaching the skills needed to perform a point-of-care ultrasound examination to anesthesiology residents. Copyright © 2014 Elsevier Inc. All rights reserved.
The Virtual Lecture Hall: Utilisation, Effectiveness and Student Perceptions

ERIC Educational Resources Information Center

Cramer, Kenneth M.; Collins, Kandice R.; Snider, Don; Fawcett, Graham

2007-01-01

We presently introduce the Virtual Lecture Hall (VLH), an instructional computer-based platform for delivering Microsoft PowerPoint slides threaded with audio clips for later review. There were 839 male and female university students enrolled in an introductory psychology class who had access to review class lectures via the VLH. This tool was…
Attendance at Lectures and Films in Self-Paced Courses.

ERIC Educational Resources Information Center

Edwards, K. Anthony

Attendance at guest lectures, instructor lectures, and films in self-paced introductory psychology courses was examined in two experiments with 180 students in an introductory psychology class at Utah State University. In the first experiment, students were given no points, one point credit toward interviews, or one point credit toward the final…
On the Notion of Culture in L2 Lectures.

ERIC Educational Resources Information Center

Flowerdew, John; Miller, Lindsay

1995-01-01

Examined the cultural dynamics of native speakers of English lecturing to ethnic Chinese English-as-a-Second-Language (ESL) students at the City University of Hong Kong. A four-dimensional framework for analyzing the effects of culture on ESL lectures is outlined that focuses on ethnic culture, local culture, academic culture, and disciplinary…
Learning and Celebrating: The Glamour of Design Lecture Series

ERIC Educational Resources Information Center

Popov, Lubomir

2013-01-01

The purpose of this paper is to highlight the celebratory aspect of the Design Lecture Series, a tradition in architecture schools and interior design programs, its meaning for all constituent parties, and its contributions to creating professional identity and community. The Design Lecture Series is a public event popular in design programs,…

Lecture versus DVD and Attitude Change toward Female Masturbation

ERIC Educational Resources Information Center

Keels, Megan; Lee, Zoey; Knox, David; Wilson, Ken

2013-01-01

Four-hundred and ninety eight female undergraduate students at a large southeastern university participated in a study to assess how lecture versus DVD format affected attitude change towards female masturbation. All groups were given a pre and post test to assess masturbatory attitudes. Group 1 experienced a masturbation lecture. Group 2…
Flipped Statistics Class Results: Better Performance than Lecture over One Year Later

ERIC Educational Resources Information Center

Winquist, Jennifer R.; Carlson, Keith A.

2014-01-01

In this paper, we compare an introductory statistics course taught using a flipped classroom approach to the same course taught using a traditional lecture based approach. In the lecture course, students listened to lecture, took notes, and completed homework assignments. In the flipped course, students read relatively simple chapters and answered…
Quality Control of Epidemiological Lectures Online: Scientific Evaluation of Peer Review

PubMed Central

Linkov, Faina; Lovalekar, Mita; LaPorte, Ronald

2007-01-01

Aim To examine the feasibility of using peer review for the quality control of online materials. Methods We analyzed the inter-rater agreement on the quality of epidemiological lectures online, based on the Global Health Network Supercourse lecture library. We examined the agreement among reviewers by looking at κ statistics and intraclass correlations. Seven expert reviewers examined and rated a random sample of 100 Supercourse lectures. Their reviews were compared with the reviews of the lay Supercourse reviewers. Results Both expert and non-expert reviewers rated lectures very highly, with a mean overall score of 4 out of 5. Kappa (κ) statistic and intraclass correlations indicated that inter-rater agreement for experts and non-experts was surprisingly low (below 0.4). Conclusions To our knowledge, this was the first time that poor inter-rater agreement was demonstrated for the Internet lectures. Future research studies need to evaluate the alternatives to the peer review system, especially for online materials. PMID:17436390
Student decisions about lecture attendance: do electronic course materials matter?

PubMed

Billings-Gagliardi, Susan; Mazor, Kathleen M

2007-10-01

This study explored whether first-year medical students make deliberate decisions about attending nonrequired lectures. If so, it sought to identify factors that influence these decisions, specifically addressing the potential impact of electronic materials. Medical students who completed first-year studies between 2004 and 2006 responded to an open-ended survey question about their own lecture-attendance decisions. Responses were coded to capture major themes. Students' ratings of the electronic materials were also examined. Most respondents made deliberate attendance decisions. Decisions were influenced by previous experiences with the lecturer, predictions of what would occur during the session itself, personal learning preferences, and learning needs at that particular time, with the overriding goal of maximizing learning. Access to electronic materials did not influence students' choices. Fears that the increasing availability of technology-enhanced educational materials has a negative impact on lecture attendance seem unfounded.
Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture.

PubMed

Jing, Helen G; Szpunar, Karl K; Schacter, Daniel L

2016-09-01

Although learning through a computer interface has become increasingly common, little is known about how to best structure video-recorded lectures to optimize learning. In 2 experiments, we examine changes in focused attention and the ability for students to integrate knowledge learned during a 40-min video-recorded lecture. In Experiment 1, we demonstrate that interpolating a lecture with memory tests (tested group), compared to studying the lecture material for the same amount of time (restudy group), improves overall learning and boosts integration of related information learned both within individual lecture segments and across the entire lecture. Although mind wandering rates between the tested and restudy groups did not differ, mind wandering was more detrimental for final test performance in the restudy group than in the tested group. In Experiment 2, we replicate the findings of Experiment 1, and additionally show that interpolated tests influence the types of thoughts that participants report during the lecture. While the tested group reported more lecture-related thoughts, the restudy group reported more lecture-unrelated thoughts; furthermore, lecture-related thoughts were positively related to final test performance, whereas lecture-unrelated thoughts were negatively related to final test performance. Implications for the use of interpolated testing in video-recorded lectures are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Students Pay Attention! Combating the Vigilance Decrement to Improve Learning during Lectures

ERIC Educational Resources Information Center

Young, Mark S.; Robinson, Stephanie; Alberts, Phil

2009-01-01

Maintaining student concentration in lectures has long been a challenge for lecturers. Pedagogical research consistently finds a drop in attention between 10 and 30 minutes into the lecture, which has been associated with the passive nature of the standard format, and has consequences for learning approaches and outcomes. A similar phenomenon has…
Development of a Tool to Evaluate Lecturers' Verbal Repertoire in Action

ERIC Educational Resources Information Center

van der Rijst, R. M.; Visser-Wijnveen, G. J.; Verloop, N.; van Driel, J. H.

2014-01-01

A broad communicative repertoire can help university lecturers to motivate and engage diverse student populations. The aim of this study is to develop and explore the usefulness and validity of a tool to identify patterns in lecturers' verbal repertoire. Speech act theory is presented as a framework to study lecturers' verbal…
A Comparison of Traditional and Engaging Lecture Methods in a Large, Professional-Level Course

ERIC Educational Resources Information Center

Miller, Cynthia J.; McNear, Jacquee; Metz, Michael J.

2013-01-01

In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings,…
412th Brookhaven Lecture

ScienceCinema

Peter Vanier

2017-12-09

With new radiation detectors, finding smuggled nuclear materials in a huge container among thousands of others in a busy port becomes possible. To learn about these new detectors from a specialist who has spent several years developing these technologies, watch the 412th Brookhaven Lecture, "Advanced Neutron Detection Methods: New Tools for Countering Nuclear Terrorism."
Promoting Student Learning through the Integration of Lab and Lecture: The Seamless Biology Curriculum

ERIC Educational Resources Information Center

Burrowes, Patricia; Nazario, Gladys

2008-01-01

The authors engaged in an education experiment to determine if the integration of lab and lecture activities in zoology and botany proved beneficial to student learning and motivation toward biology. Their results revealed that this strategy positively influenced students' academic achievement, conceptual understanding, and ability to apply…
Mathematics Lecturers' Views of Examinations: Tensions and Possible Resolutions

ERIC Educational Resources Information Center

Iannone, Paola; Simpson, Adrian

2015-01-01

If assessment drives learning and the closed book examination dominates the pattern of assessment for undergraduate mathematics (as it does in the UK), lecturers need to ensure that examinations reflect the learning they value. This article uses a mixed method approach to explore lecturers' views of the closed book examination in relation to other…
Effective Online Lectures: Improving Practice through Design and Pedagogy

ERIC Educational Resources Information Center

Bese, Terry Lane

2016-01-01

The purpose of this research project was to improve the practice of using online lectures at a small private university. Using action research methodology, the researcher worked with a group of five university instructors to refine the use of online lectures through design and pedagogical practice. Beginning with a template or guide based on the…
More Professors Could Share Lectures Online: But Should They?

ERIC Educational Resources Information Center

Young, Jeffrey R.

2010-01-01

In this article, the author discusses the issues surrounding the production of lecture videos by professors and administrators which are free to the world. Professors across the country are now wrestling with this issue. More and more colleges have installed microphones or cameras in lecture halls and bought easy-to-use software to get lecture…
Enhancing learning: A comparison of lecture and gaming outcomes.

PubMed

Gipson, Mary; Bear, Mary

2013-01-01

Contrary to what we anticipated, our outcomes indicated that learning and satisfaction with learning were no different between the traditional lecture group and the educational gaming group. Learners in the gaming group scored on the examination just as well as, but no higher than, did those in the lecture group. Similarly, students in the gaming group were just as, but no more, satisfied with their learning than were students in the lecture group. Of note, both teaching/learning strategies were shown to be effective for learning with students earning a B average on the examination. Likewise, students in both groups were very satisfied with their respective teaching/learning strategies. Given that our assessment did not support gaming as a superior teaching/learning strategy over lecture, what remains now is the need for a longitudinal study to determine if there are differences in long-term learning. As we implement creative methods of instruction, it is also important to test their effectiveness to ensure that the teaching-learning process is evidence based.
Adding Audio Supported Smartboard Lectures to an Introductory Astronomy Online Laboratory

NASA Astrophysics Data System (ADS)

Lahaise, U. G. L.

2003-12-01

SMART Board(TM) and RealProducer(R) Plus technologies were used to develop a series of narrated pre-lab introductory online lectures. Smartboard slides were created by capturing images from internet pages and power point slides, then annotated and saved as web pages using smartboard technology. Short audio files were recorded using the RealProducer Plus software which were then linked to individual slides. WebCT was used to deliver the online laboratory. Students in an Introductory Astronomy of the Solar System Online laboratory used the lectures to prepare for laboratory exercises. The narrated pre-lab lectures were added to six out of eight suitable laboratory exercises. A survey was given to the students to research their online laboratory experience, in general, and the impact of the narrated smartboard lectures on their learning success, specifically. Data were collected for two accelerated sessions. Results show that students find the online laboratory equally hard or harder than a separate online lecture. The accelerated format created great time pressure which negatively affected their study habits. About half of the students used the narrated pre-lab lectures consistently. Preliminary findings show that lab scores in the accelerated sessions were brought up to the level of full semester courses.
The Case for Captioned Lectures in Australian Higher Education

ERIC Educational Resources Information Center

Kent, Mike; Ellis, Katie; Latter, Natalie; Peaty, Gwyneth

2018-01-01

This article provides a case for the benefits of captioning recorded lecture content in the Australian higher education sector. While online lecture captioning has traditionally been provided on a case-by-case basis to help students who are deaf or hard of hearing, this paper argues for a mainstream approach in order to benefit a range of student…
Level of Perceived Stress Among Lectures in Nigerian Universities

ERIC Educational Resources Information Center

Ofoegbu, Felicia; Nwadiani, Mon

2006-01-01

The purpose of the study was to provide empirical evidence on the level of stress among lecturers in Nigerian universities. On the whole eight universities were used for the study. A sample of 228 (123 male and 105 female) lecturers was selected according to the variables of age, sex, marital status, experience, domicile, areas of specialization,…
The Anatomy Lecture Then and Now: A Foucauldian Analysis

ERIC Educational Resources Information Center

Friesen, Norm; Roth, Wolff-Michael

2014-01-01

Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how…
426th Brookhaven Lecture

ScienceCinema

David Jaffe

2017-12-09

"The Pesky Neutrino". In this lecture, Jaffe describes the past, present and possible future of the "pesky" neutrino, the existence of which was first hypothesized in 1930 to rescue energy conservation in the radioactive beta decay of nuclei. Recent evidence that neutrinos are massive is the only experimental evidence in particle physics that is inconsistent with the Standard Model.
Bolden Glenn Lecture Series

NASA Image and Video Library

2012-06-27

NASA Administrator Charles Bolden talks about his career as a marine aviator, as Space Shuttle pilot and commander, and his leadership of America's space agency during a speech, Wednesday evening, June 27, 2012, in Washington. Bolden spoke was the guest speaker at the 2012 John H. Glenn Lecture in Space History. Photo Credit: (NASA/Paul E. Alers)

An Assessment of Teachers' Preference for Lecture Delivery Methods in Medical Education

ERIC Educational Resources Information Center

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the medical teachers' preference for various lecture delivery methods like the lectures using chalkboard, utilizing transparencies with an overhead projector (OHP) or lectures using a PowerPoint presentation and their frequency of use of teaching aids. The faculty of the medical college was asked to fill in the…
Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

ERIC Educational Resources Information Center

Groen, Jovan F.; Quigley, Brenna; Herry, Yves

2016-01-01

This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and…
The Performance of Academic Identity as Pedagogical Model and Guide in/through Lecture Discourse

ERIC Educational Resources Information Center

McInnes, David

2013-01-01

This article argues that lecture discourse has the capacity to support students in their transition into modes of social critique and that the lecturer, through an enactment of an academic identity in lecture discourse, plays a crucial role as both model and guide. Certain crucial phases and sub-phases of lectures are used to model an engagement…
Effective Communication between Students and Lecturers: Improving Student-Led Communication in Educational Settings

ERIC Educational Resources Information Center

Merdian, Hannah Lena; Warrior, John Kyle

2015-01-01

This study investigated students' communication preferences in educational settings, resulting in an empirical model of effective communication between students and lecturers. Students from a psychology department at a UK university were asked about their preferred communication tool for academic purposes, including social networking, emails,…
The effect of a chest imaging lecture on emergency department doctors' ability to interpret chest CT images: a randomized study.

PubMed

Keijzers, Gerben; Sithirasenan, Vasugi

2012-02-01

To assess the chest computed tomography (CT) imaging interpreting skills of emergency department (ED) doctors and to study the effect of a CT chest imaging interpretation lecture on these skills. Sixty doctors in two EDs were randomized, using computerized randomization, to either attend a chest CT interpretation lecture or not to attend this lecture. Within 2 weeks of the lecture, the participants completed a questionnaire on demographic variables, anatomical knowledge, and diagnostic interpretation of 10 chest CT studies. Outcome measures included anatomical knowledge score, diagnosis score, and the combined overall score, all expressed as a percentage of correctly answered questions (0-100). Data on 58 doctors were analyzed, of which 27 were randomized to attend the lecture. The CT interpretation lecture did not have an effect on anatomy knowledge scores (72.9 vs. 70.2%), diagnosis scores (71.2 vs. 69.2%), or overall scores (71.4 vs. 69.5%). Twenty-nine percent of doctors stated that they had a systematic approach to chest CT interpretation. Overall self-perceived competency for interpreting CT imaging (brain, chest, abdomen) was low (between 3.2 and 5.2 on a 10-point Visual Analogue Scale). A single chest CT interpretation lecture did not improve chest CT interpretation by ED doctors. Less than one-third of doctors had a systematic approach to chest CT interpretation. A standardized systematic approach may improve interpretation skills.
Curriculum Orientation of Lecturers in Teacher Training College in Malaysia

ERIC Educational Resources Information Center

Salleh, Halimatussaadiah; Hamdan, Abdul Rahim; Yahya, Fauziah; Jantan, Hafsah

2015-01-01

Curriculum development in teacher training college can be facilitated by indentifying the lecturers curriculum orientation. This study focuses on curriculum orientation of lecturer in Teacher Training Colleges (TTC) in Malaysia. Data were collected through questionnaire survey using the Curriculum Orientation Inventory, an instrument developed by…
Attention span during lectures: 8 seconds, 10 minutes, or more?

PubMed

Bradbury, Neil A

2016-12-01

In the current climate of curriculum reform, the traditional lecture has come under fire for its perceived lack of effectiveness. Indeed, several institutions have reduced their lectures to 15 min in length based upon the "common knowledge" and "consensus" that there is a decline in students' attention 10-15 min into lectures. A review of the literature on this topic reveals many discussions referring to prior studies but scant few primary investigations. Alarmingly, the most often cited source for a rapid decline in student attention during a lecture barely discusses student attention at all. Of the studies that do attempt to measure attention, many suffer from methodological flaws and subjectivity in data collection. Thus, the available primary data do not support the concept of a 10- to 15-min attention limit. Interestingly, the most consistent finding from a literature review is that the greatest variability in student attention arises from differences between teachers and not from the teaching format itself. Certainly, even the most interesting material can be presented in a dull and dry fashion, and it is the job of the instructor to enhance their teaching skills to provide not only rich content but also a satisfying lecture experience for the students. Copyright © 2016 the American Physiological Society.
Stereoscopic Three-Dimensional Neuroanatomy Lectures Enhance Neurosurgical Training: Prospective Comparison with Traditional Teaching.

PubMed

Clark, Anna D; Guilfoyle, Mathew R; Candy, Nicholas G; Budohoski, Karol P; Hofmann, Riikka; Barone, Damiano G; Santarius, Thomas; Kirollos, Ramez W; Trivedi, Rikin A

2017-12-01

Stereoscopic three-dimensional (3D) imaging is increasingly used in the teaching of neuroanatomy and although this is mainly aimed at undergraduate medical students, it has enormous potential for enhancing the training of neurosurgeons. This study aims to assess whether 3D lecturing is an effective method of enhancing the knowledge and confidence of neurosurgeons and how it compares with traditional two-dimensional (2D) lecturing and cadaveric training. Three separate teaching sessions for neurosurgical trainees were organized: 1) 2D course (2D lecture + cadaveric session), 2) 3D lecture alone, and 3) 3D course (3D lecture + cadaveric session). Before and after each session, delegates were asked to complete questionnaires containing questions relating to surgical experience, anatomic knowledge, confidence in performing procedures, and perceived value of 3D, 2D, and cadaveric teaching. Although both 2D and 3D lectures and courses were similarly effective at improving self-rated knowledge and understanding, the 3D lecture and course were associated with significantly greater gains in confidence reported by the delegates for performing a subfrontal approach and sylvian fissure dissection. Stereoscopic 3D lectures provide neurosurgical trainees with greater confidence for performing standard operative approaches and enhances the benefit of subsequent practical experience in developing technical skills in cadaveric dissection. Copyright © 2017. Published by Elsevier Inc.
Rawls on Dewey before the Dewey Lectures.

PubMed

Botti, Daniele

2017-01-01

This article sheds light on John Rawls's views on John Dewey's philosophical temperament by investigating unpublished papers and lectures that Rawls wrote and delivered across the late 1940s, the 1950s, the 1960s, and the early 1970s. Moreover, the article shows that Rawls's rejection of Kant's dualisms predates by at least three decades the "Dewey Lectures" (1980) and that Dewey's notion of deliberation as "dramatic rehearsal in imagination" might have had an impact on Rawls's development of the notion of "reflective equilibrium" as a state of affairs that we strive to reach in ethical reflection.
Teaching Principles of Economics Without Lectures

ERIC Educational Resources Information Center

McConnell, Campbell R.; Lamphear, Charles

1969-01-01

Presents important evidence thatstudents taking principles of economics with lectures, and those taking the course on a lectureless basis performed equally well on an intensive battery of objective examinations." (Editor)
Comparative use of podcasts vs. lecture transcripts as learning aids for dental students.

PubMed

Allen, Kenneth L; Katz, Ralph V

2011-06-01

The purpose of this project was to describe dental students' use of lecture podcasts versus written lecture transcripts as learning aids under three different circumstances: studying for an exam, reviewing an attended lecture, and reviewing a missed lecture. Additional analyses were performed to see whether demographic differences (e.g., age, gender, language skills, and computer skills) or grade differences were associated with preferences for using podcast versus written lecture transcripts of class notes. Fifty-one percent (n=171) of the second-year dental students at the New York University College of Dentistry voluntarily participated in this survey. The major findings were that 1) a high percentage of students (70-92 percent) used one or both aids in all three utilization circumstances with a consistent preference for podcast use, especially when reviewing a missed lecture; 2) course grades were not associated with the preferred use of either lecture aid; and 3) over half the students listened to the podcasts at speeds that were one and one-half or two times faster than normal speech, especially younger students. Further studies are warranted to delve into the current student generation's preferred learning styles and the resultant learning outcomes associated with those preferences.
Student Achievement in Computer Programming: Lecture vs Computer-Aided Instruction

ERIC Educational Resources Information Center

Tsai, San-Yun W.; Pohl, Norval F.

1978-01-01

This paper discusses a study of the differences in student learning achievement, as measured by four different types of common performance evaluation techniques, in a college-level computer programming course under three teaching/learning environments: lecture, computer-aided instruction, and lecture supplemented with computer-aided instruction.…
The Role of Episodic Memory in Learning from University Lectures.

ERIC Educational Resources Information Center

Lapadat, Judith C.; Martin, Jack

1994-01-01

Results from a study involving 34 undergraduates supported the prediction from Paivo's dual coding theory (1986) that imaginal elaborations during lectures assist students' recall of both episodic and declarative information. The prediction that episodic memories would mediate retention of declarative information from the lecture was not…
Employee Engagement and Performance of Lecturers in Nigerian Tertiary Institutions

ERIC Educational Resources Information Center

Agbionu, Uchenna Clementina; Anyalor, Maureen; Nwali, Anthony Chukwuma

2018-01-01

The study investigated employee engagement and performance of lecturers in Nigerian Tertiary Institutions. It employed descriptive and correlation research designs. Stratified random sampling was used to select three tertiary institutions in Nigeria and the sample size of 314 lecturers was obtained through Taro Yamane. Questionnaires were…
The Worker and Work: Contemporary Problems and Perspectives: Three Lectures.

ERIC Educational Resources Information Center

Clarke, Oliver

The series of three lectures examine different aspects of work as manifested in changes in workers' attitudes, responses to these changes in the European context, and significant European developments in relation to worker participation. The first lecture discusses social, technological, educational, and economic changes that have affected…
Developing an e-pedagogy for interprofessional learning: Lecturers' thinking on curriculum design.

PubMed

Gordon, Frances; Booth, Karen; Bywater, Helen

2010-09-01

E-learning is seen as offering possible solutions to the barriers of large scale interprofessional education. This paper discusses a study that explored the underlying pedagogical thinking employed by lecturers when planning e-learning materials for interprofessional education. The themes uncovered in the data were: "reflective spaces for creativity"; "from logistics to learner autonomy"; "authentic"; "constructivist approaches"; "inter-active learning to promote collaboration" and "bringing the patient/service user into the classroom". Discussions about e-learning can focus on the technological aspects of design and delivery. However the findings of this study revealed that technology was not a consideration for the lecturers who saw e-learning as a vehicle to promote interactive learning. Their prime focus was revealed as the application of learning theory to the design of materials that would support students' acquisition of collaborative skills and the generation of new interprofessional knowledge.
Rhetorical Studies: A Reassessment of Adam Smith's Lectures on Rhetoric and Belles Lettres.

ERIC Educational Resources Information Center

Purcell, William M.

1986-01-01

Offers a dissenting interpretation of Adam Smith's Lectures on Rhetoric and Belles Lettres and a more conservative perspective on Smith's significance to the history of rhetorical theory. Views the lectures as an historical commentary on literature and rhetoric from the perspective of an eighteenth-century lecturer. (JD)
416th Brookhaven Lecture

ScienceCinema

Dax Fu

2017-12-09

"Molecular Design of a Metal Transporter." Metal transporters are proteins residing in cell membranes that keep the amount of zinc and other metals in the body in check by selecting a nutritional metal ion against a similar and much moreabundant toxic one. How transporter proteins achieve this remarkable sensitivity is one of the questions addressed by Fu in this lecture.
Web-streamed didactic instruction on substance use disorders compares favorably with live-lecture format.

PubMed

Karam-Hage, M; Maher, Karam-Hage; Brower, Kirk J; Mullan, Patricia B; Gay, Tamara; Gruppen, Larry D

2013-05-01

Education about substance use disorders in medical schools and, subsequently, physicians' identification of and intervention in these diagnoses lag behind that of most other disabling disorders. To reduce barriers and improve access to education about this major public health concern, medical schools are increasingly adopting web-based instruction on substance use and other psychiatric disorders as part of their curricula; however, it is not well known how a web-streamed lecture compares with a traditional one. The authors hypothesized that both these formats would be equally efficacious in terms of knowledge acquisition and student satisfaction. Authors conducted a prospective study to test this hypothesis among third-year medical students who received web-streamed lecture on substance use/addiction versus those who received a traditional live lecture. Of the 243 students, significantly more students completed the on-line lecture series. Of the 216 students in the final study sample, 130 (60%) were assigned to the web-streamed lecture and 86 (40%) to the live lecture. Within-subject comparisons of pre- and post-lecture scores for the entire cohort indicated a significant improvement in the percentage of correct answers (21.0% difference). Although no differences in improved scores between the two groups were found, students in the live-lecture group reported small, but significantly higher levels of satisfaction. This preliminary work supports the hypothesis that a web-streamed lecture can be at least equally efficacious as a traditional lecture in terms of knowledge acquisition. However, attention needs to be paid to the lower satisfaction levels associated with using the web-streamed format.
Is the Sun Setting on Lecture-based Education?

PubMed Central

Lowe, Whitney

2011-01-01

Lecture-based instructional models have been the mainstay of education for centuries. They excel primarily at delivering information from the one to the many. Educators refer to this model as “the sage on the stage”. Clearly there are educators who relish this role and are strongly opposed to moving away from it. Yet, educational research and new innovative technologies are suggesting that lecture-based classes may no longer be the most effective teaching method for many situations, especially clinical practice. PMID:22211152

Minds That Matter: 2007 Gairdner International Awards Lectures

PubMed Central

Krasnoshtein, F.; Nikolov, N.

2007-01-01

On October 25 and 26, 2007, at the University of Toronto, the Gairdner Foundation in partnership with Canadian Institutes of Health Research presented a two-day international symposium titled Minds That Matter. The symposium featured academic lectures by Gairdner Award winners past and present and by other leading biomedical scientists. These distinguished researchers share many characteristics in common: creativity, vision, tenacity, and driving curiosity to illuminate discovery with high degree of relevance. The present article summarizes the 2007 Gairdner Award lectures.
Outstanding University Lecturers: Ambitious Altruists or Mavericks of the Academy?

ERIC Educational Resources Information Center

Lierse, Sharon

2016-01-01

The paper discusses the results of a research study to determine what characteristics outstanding university lecturers have in common. Academic staff and graduate students at an Australian university were invited to participate in a survey questionnaire followed by voluntary interviews. Lecturers who had been identified as outstanding were also…
Principles of Successful Implementation of Lecture Recordings in Higher Education

ERIC Educational Resources Information Center

Ollermann, Frank; Rolf, Rüdiger; Greweling, Christian; Klaßen, André

2017-01-01

Purpose: This paper aims to describe the principles underlying the successful implementation of a lecture recording service in higher education. Design/methodology/approach: The paper qualitatively reviews the practices and experiences of several years of automated lecture recording at a medium-sized university in Germany. Findings: The paper…
Students Approach to Learning and Their Use of Lecture Capture

ERIC Educational Resources Information Center

Vajoczki, Susan; Watt, Susan; Marquis, Nick; Liao, Rose; Vine, Michelle

2011-01-01

This study examined lecture capture as a way of enhancing university education, and explored how students with different learning approaches used lecture capturing (i.e., podcasts and vodcasts). Results indicate that both deep and surface learners report increased course satisfaction and better retention of knowledge in courses with traditional…
Inside Out: Active learning in fluid dynamics in and out of the classroom

NASA Astrophysics Data System (ADS)

Kaye, Nigel; Benson, Lisa; Sill, Ben

2014-11-01

Active learning can be broadly defined as any activity that engages students beyond just listening. But is it worth the effort, when we can just lecture and tell students all they need to know? Learning theories posit that students remember far more of what they say and do than of what they hear and see. The benefits of active learning include increased attendance (because class is now something different and attending is more worthwhile) and deeper understanding of concepts (because students get to practice answering and generating questions). A recent meta-analysis of research on active learning has summarized evidence of real outcomes of active learning. Research is showing that students' performance on exams are higher and that they fail at lower rates in classes that involve active learning compared to traditional lecturing. Other studies have shown evidence of improved performance in follow-on classes, showing that the improved learning lasts. There are some topics and concepts that are best taught (or at least introduced) through lecturing, but even lecturing can be broken up by short activities that engage students so they learn more effectively. In this presentation, we will review the findings of the meta study and provide examples of active learning both inside and outside the classroom that demonstrate simple ways of introducing this approach in fluid dynamics classes.
Media Richness and Social Norms in the Choice to Attend Lectures or to Watch Them Online

ERIC Educational Resources Information Center

Bassili, John N.

2008-01-01

Lectures in a large psychology course were taped and posted online where they could be viewed by streaming video. All students in the course had the option to attend lectures or watch them online, a choice that could be exercised on a lecture-by-lecture basis. The proportion of lectures watched online revealed that students chose between…
Stars in Nutrition and Cancer Lecture Series | Division of Cancer Prevention

Cancer.gov

This lecture series features extraordinary contributors or "stars" in the field of cancer and nutrition research. Speakers highlight the important role that nutrition plays in modifying cancer development. Past lectures are videotaped and available for viewing. |
Active Learning Strategies for Introductory Light and Optics

ERIC Educational Resources Information Center

Sokoloff, David R.

2016-01-01

There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…
A Matter of Preference--Lecturers vs. Teaching--Assistants in Tutorials

ERIC Educational Resources Information Center

Davidovitch, Nitza; Soen, Dan

2005-01-01

In many universities and colleges around the world, it is an accepted practice to supplement frontal lectures of courses with separate practice classes or tutorials. For this purpose lecturers may sometimes use the services of teaching-assistants to conduct the tutorials. Teaching-assistants conduct tutorials in many courses in Israel's academic…
Strategies for the Management of Lecturer Stress in Feedback Tutorials

ERIC Educational Resources Information Center

Hartney, Elizabeth

2007-01-01

The process of providing students with individual feedback on assessed work was identified as a source of lecturer stress (Stough and Emmer, 1998). An action research approach was used to address the following research question. What approaches to providing students with feedback minimize lecturer stress? Data were collected using written feedback…
Computer-science guest-lecture series at Langston University sponsored by the U.S. Geological Survey; abstracts, 1992-93

USGS Publications Warehouse

Steele, K. S.

1994-01-01

Langston University, a Historically Black University located at Langston, Oklahoma, has a computing and information science program within the Langston University Division of Business. Since 1984, Langston University has participated in the Historically Black College and University program of the U.S. Department of Interior, which provided education, training, and funding through a combined earth-science and computer-technology cooperative program with the U.S. Geological Survey (USGS). USGS personnel have presented guest lectures at Langston University since 1984. Students have been enthusiastic about the lectures, and as a result of this program, 13 Langston University students have been hired by the USGS on a part-time basis while they continued their education at the University. The USGS expanded the offering of guest lectures in 1992 by increasing the number of visits to Langston University, and by inviting participation of speakers from throughout the country. The objectives of the guest-lecture series are to assist Langston University in offering state-of-the-art education in the computer sciences, to provide students with an opportunity to learn from and interact with skilled computer-science professionals, and to develop a pool of potential future employees for part-time and full-time employment. This report includes abstracts for guest-lecture presentations during 1992-93 school year.
Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams

ERIC Educational Resources Information Center

Lyle, Keith B.; Crawford, Nicole A.

2011-01-01

At the end of each lecture in a statistics for psychology course, students answered a small set of questions that required them to retrieve information from the same day's lecture. These exercises constituted retrieval practice for lecture material subsequently tested on four exams throughout the course. This technique is called the PUREMEM…
An Interactive Mobile Lecturing Model: Enhancing Student Engagement with Face-to-Face Sessions

ERIC Educational Resources Information Center

Boyinbode, Olutayo; Ng'ambi, Dick; Bagula, Antoine

2013-01-01

Although use of podcasts and vodcasts are increasingly becoming popular in higher education, their use is usually unidirectional and therefore replicates the transmission mode of traditional face-to-face lectures. In this paper, the authors propose a tool, MOBILect, a mobile lecturing tool that enables users to comment on lecture vodcasts using…
Graduate student driven efforts to increase diversity of department lecture series

NASA Astrophysics Data System (ADS)

Bryant, R.; Keisling, B. A.

2017-12-01

It is well documented that women and people of color (and especially women of color) remain underrepresented in the geoscience community. As graduate students we noticed this underrepresentation in our department lecture series. Since 2013, 40% of the invited speakers were women and 5% URM, with the majority of the URM scientists coming to campus for an annual special lecture that highlights the work of black geoscientists. Our goals for the 2017-18 lecture series are the following: 1) to increase the percentage of women speakers from 40% to 50% or higher, 2) to increase the participation of URM scientists from one per year to at least one per semester, 3) to expand the established annual special lecture highlighting contributions from black geoscientists from one lecture to four, and 4) to motivate a department-wide conversation surrounding the issues and significance of inclusion and equity in our departmental geoscience community and beyond. Our focus on gender, race, and ethnicity in diversifying the lecture series unfortunately falls short of capturing the full range of perspectives from groups that are underrepresented as defined by the NSF. We see our work as a first step and hope to encourage more conversations about broader diversity. To accomplish our goals, we will seek advice and counsel from scholars in fields like Sociology and Education, as well as pursue external funding to bolster the budget allocated by our department. As graduate students, it is important for us to envision facets of our peers and ourselves reflected in the perspectives, experiences and narratives of prominent speakers brought to campus. We find it therefore important that our department lecture series, a highly visible venue, be more inclusive and representative. Our efforts show that seeking external support and setting achievable goals can lead to better representation of underrepresented groups in such spaces.
Lecturer's Gender and Their Valuation of Student Evaluation of Teaching

ERIC Educational Resources Information Center

Atek, Engku Suhaimi Engku; Salim, Hishamuddin; Halim, Zulazhan Ab.; Jusoh, Zailani; Yusuf, Mohd Ali Mohd

2015-01-01

Student evaluation of teaching (SET) is carried out every semester at Malaysian universities and lecturers are evaluated based on student ratings. But very little is researched about what lecturers actually think about SET and whether it serves any meaningful purpose at all. This quantitative study involving six public universities on the East…
Teacher Questioning and Invitations to Participate in Advanced Mathematics Lectures

ERIC Educational Resources Information Center

Paoletti, Teo; Krupnik, Victoria; Papadopoulos, Dimitrios; Olsen, Joseph; Fukawa-Connelly, Tim; Weber, Keith

2018-01-01

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies…
Lecture Recording: Structural and Symbolic Information vs. Flexibility of Presentation

ERIC Educational Resources Information Center

Stolzenberg, Daniel; Pforte, Stefan

2007-01-01

Rapid eLearning is an ongoing trend which enables flexible and cost-effective creation of learning materials. Especially, lecture recording has turned out to be a lightweight method particularly suited for existing lectures and blended learning strategies. In order to not only sequentially play back but offer full fledged navigation, search and…
Lectures series in computational fluid dynamics

NASA Technical Reports Server (NTRS)

Thompson, Kevin W.

1987-01-01

The lecture notes cover the basic principles of computational fluid dynamics (CFD). They are oriented more toward practical applications than theory, and are intended to serve as a unified source for basic material in the CFD field as well as an introduction to more specialized topics in artificial viscosity and boundary conditions. Each chapter in the test is associated with a videotaped lecture. The basic properties of conservation laws, wave equations, and shock waves are described. The duality of the conservation law and wave representations is investigated, and shock waves are examined in some detail. Finite difference techniques are introduced for the solution of wave equations and conservation laws. Stability analysis for finite difference approximations are presented. A consistent description of artificial viscosity methods are provided. Finally, the problem of nonreflecting boundary conditions are treated.
Reasons to Rethink the Use of Audio and Video Lectures in Online Courses

ERIC Educational Resources Information Center

Stetz, Thomas A.; Bauman, Antonina A.

2013-01-01

Recent technological developments allow any instructor to create audio and video lectures for the use in online classes. However, it is questionable if it is worth the time and effort that faculty put into preparing those lectures. This paper presents thirteen factors that should be considered before preparing and using audio and video lectures in…
Lecture Notes on Multigrid Methods

DOE Office of Scientific and Technical Information (OSTI.GOV)

Vassilevski, P S

The Lecture Notes are primarily based on a sequence of lectures given by the author while been a Fulbright scholar at 'St. Kliment Ohridski' University of Sofia, Sofia, Bulgaria during the winter semester of 2009-2010 academic year. The notes are somewhat expanded version of the actual one semester class he taught there. The material covered is slightly modified and adapted version of similar topics covered in the author's monograph 'Multilevel Block-Factorization Preconditioners' published in 2008 by Springer. The author tried to keep the notes as self-contained as possible. That is why the lecture notes begin with some basic introductory matrix-vectormore » linear algebra, numerical PDEs (finite element) facts emphasizing the relations between functions in finite dimensional spaces and their coefficient vectors and respective norms. Then, some additional facts on the implementation of finite elements based on relation tables using the popular compressed sparse row (CSR) format are given. Also, typical condition number estimates of stiffness and mass matrices, the global matrix assembly from local element matrices are given as well. Finally, some basic introductory facts about stationary iterative methods, such as Gauss-Seidel and its symmetrized version are presented. The introductory material ends up with the smoothing property of the classical iterative methods and the main definition of two-grid iterative methods. From here on, the second part of the notes begins which deals with the various aspects of the principal TG and the numerous versions of the MG cycles. At the end, in part III, we briefly introduce algebraic versions of MG referred to as AMG, focusing on classes of AMG specialized for finite element matrices.« less

Science for the Masses: A Public Lecture Series and Associated Course for K-12 Educators at the University of Arizona

NASA Astrophysics Data System (ADS)

Mangin, K.; Wilch, M. H.; Thompson, R. M.; Ruiz, J.

2008-12-01

The College of Science at the University of Arizona in Tucson offers a series of free public lectures each year centered on a science theme of high general interest. Themes have been Evolution (2006), Global Climate Change (2007), and Edges of Life (2008). Speakers are UA faculty members. We have seen an overwhelming response from the public to each lecture series, with a typical audience size of 800-1200. Features that make the lecture series successful are careful choice of the themes, previews of lecture drafts by a panel, and the participation of a graphic design firm in the planning process, from the series title to the design of posters, bookmarks, and postcards used to advertise the series. This model could be successfully transferred to many universities. We offer a course for K-12 grade teachers in association with each lecture series. Teachers attend each public lecture, and participate in inquiry-based classroom activities and discussions of papers related to lecture topics. After each lecture, the speaker answers questions from the public, and then accompanies the teachers to a classroom to hold a private question and answer session lasting 45 minutes. The course and lecture series has been influential in changing attitudes about the nature of science research among teacher participants. In 2006, evolution was the lecture series topic, a science concept whose foundation in authentic science research has been difficult to communicate to the general public. Pre- and post- questionnaires on attitudes towards the science of evolution administered to the teacher participants showed a dramatic increase after the course in their view of the robustness of the theory of evolution, its testable nature, the amount of data supporting the theory, and its degree of consensus among scientists. A pre-course survey of the background of teachers in the course, mostly biology teachers, showed a need for more formal instruction in evolution: 76 percent had no formal course
Annual Advances in Cancer Prevention Lecture | Division of Cancer Prevention

Cancer.gov

2018 Keynote Lecture Successes and Challenges of Vaccines to Prevent HPV-associated Cancers | John T. Schiller, PhD will present the keynote lecture entitled, "Successes and Challenges of Vaccines to Prevent HPV-associated Cancers" on July 24th at NIH Main Campus, Natcher Auditorium, Building 45, from 1:00 PM - 2:00 PM EDT.
Centre for Advancement of Teaching Education Monograph Series. No. 2. Lessons Not Lectures.

ERIC Educational Resources Information Center

Linacre, E. T.

In view of the well-known disadvantages of lecturing, and the practicability of teaching without them, why does lecturing remain the standard method in universities? To increase the chances of lectures being good, they should be fewer, and to offset their deficiencies they should be regarded as only one component of a combination of methods used…
Perspectives on Crime and Justice: 1997-1998 Lecture Series. Volume II. Research Forum.

ERIC Educational Resources Information Center

Kelling, George L.; Kennedy, Randall; Musto, David F.; Petersilia, Joan; Cook, Philip

These papers share perspectives on crime and justice. The following lectures are included: (1) "Crime Control, the Police, and Culture Wars: Broken Windows and Cultural Pluralism" (George L. Kelling); (2) "Race, the Police, and 'Reasonable Suspicion'" (Randall Kennedy); (3) "The American Experience with Stimulants and Opiates" (David F. Musto);…
The 1978 Macmillan Education Lecture

ERIC Educational Resources Information Center

Williams, Shirley

1978-01-01

This is the text of the lecture of the British Secretary of State for Education and Science given at the 1978 Meeting of the Association for Science Education (ASE). Three themes are presented; (1) British innovative science curricula; (2) relationship between science and technology; and (3) science for non-scientist. (HM)
Teaching More by Lecturing Less

ERIC Educational Resources Information Center

Knight, Jennifer K.; Wood, William B.

2005-01-01

We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in…
Man: Planetary Disease. The 1971 B. Y. Morrison Memorial Lecture.

ERIC Educational Resources Information Center

McHarg, Ian L.

The 1971 B.Y. Morrison Memorial Lecture by Ian L. McHarg, noted landscape architect, planner, and lecturer, is presented in this pamphlet. His expose is two-fold. "Man is an epidemic, multiplying at a superexponential rate, destroying the environment upon which he depends, and threatening his own extinction. He treats the world as a storehouse…
The Use of Lecture Capture and Student Performance in Physiology

ERIC Educational Resources Information Center

Hadgu, Rim Mekonnen; Huynh, Sophia; Gopalan, Chaya

2016-01-01

Lecture capture technology is fairly new and has gained interest among higher institutions, faculty and students alike. Live-lecture (LL) is captured in real-time and this recording, LC, is made available for students to access for later use, whether it be for review purpose or to replace a missed class. Student performance was compared between…
Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering.

PubMed

Farley, James; Risko, Evan F; Kingstone, Alan

2013-01-01

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participant's memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individual's attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention.
Modelling lecturer performance index of private university in Tulungagung by using survival analysis with multivariate adaptive regression spline

NASA Astrophysics Data System (ADS)

Hasyim, M.; Prastyo, D. D.

2018-03-01

Survival analysis performs relationship between independent variables and survival time as dependent variable. In fact, not all survival data can be recorded completely by any reasons. In such situation, the data is called censored data. Moreover, several model for survival analysis requires assumptions. One of the approaches in survival analysis is nonparametric that gives more relax assumption. In this research, the nonparametric approach that is employed is Multivariate Regression Adaptive Spline (MARS). This study is aimed to measure the performance of private university’s lecturer. The survival time in this study is duration needed by lecturer to obtain their professional certificate. The results show that research activities is a significant factor along with developing courses material, good publication in international or national journal, and activities in research collaboration.
LECTURES ON DECISION THEORY,

DTIC Science & Technology

These lecture notes deal with the mathematical theory of decision - making , i.e., wihematical models of situations in which there is a set of...individual and group decision - making as a quantitative science, in contrast with a field such as physics, suggests that mathematical theorizing on...phenomena of decision - making is very much an exploratory enterprise and that ex isting models have limited generality and appli cability. The purpose is to
Bolden Glenn Lecture Series

NASA Image and Video Library

2012-06-27

NASA Administrator Charles Bolden, left, stands with former United States Marine Corps pilot, astronaut, and United States Senator John Glenn and Gen. John R. Dailey, director of the National Air and Space Museum, in the Fly Marines exhibit at the museum, Wednesday evening, June 27, 2012, in Washington. Bolden spoke later at the 2012 John H. Glenn Lecture in Space History. Photo Credit: (NASA/Paul E. Alers)
Bolden Glenn Lecture Series

NASA Image and Video Library

2012-06-27

NASA Administrator Charles Bolden, left, along with former United States Marine Corps pilot, astronaut, and United States Sen. John Glenn and Gen. John R. Dailey, director of the National Air and Space Museum, right, look around the Fly Marines exhibit at the museum, Wednesday evening, June 27, 2012, in Washington. Bolden spoke later at the 2012 John H. Glenn Lecture in Space History. Photo Credit: (NASA/Paul E. Alers)
Digital lectures for learning gross anatomy: a study of their efficacy.

PubMed

Singh, Anudeep; Min, Aung Ko Ko

2017-03-01

The current study investigates the level of students' learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.
Digital lectures for learning gross anatomy: a study of their efficacy

PubMed Central

2017-01-01

Purpose The current study investigates the level of students’ learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. Methods The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. Results The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. Conclusion The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning. PMID:28264551
Student preparation time for traditional lecture versus team-based learning in a pharmacotherapy course.

PubMed

DeJongh, Beth; Lemoine, Nicia; Buckley, Elizabeth; Traynor, Laura

2018-03-01

Determine how much time students spent preparing for traditional lecture versus team-based learning (TBL) for a pharmacotherapy course and determine if time spent in each pedagogy was within stated expectations for the course. Instructors used a combination of traditional lecture and TBL to deliver material. Before each lecture, instructors recorded the amount of time students spent preparing for each method using a one-question clicker-response survey. Instructors delivered 16 hours of TBL, 32 hours of traditional lecture, and eight hours of a mix of TBL and traditional lecture. The median of students completing the survey each week was 89. A large percentage of the class (40.9%) did not prepare for traditional lecture while only 3.4% did not prepare for TBL. About 61% of students spent between 30 min and two hours preparing for a two-hour TBL session and only 10% spent more than three hours preparing. Results of this project show students spend little time preparing for traditional lectures without in-class accountability, which may give students the perception that TBL requires too much preparation time. Copyright © 2017. Published by Elsevier Inc.
Medical student evaluations of lectures attended in person or from rural sites via interactive videoconferencing.

PubMed

Callas, Peter W; Bertsch, Tania F; Caputo, Michael P; Flynn, Brian S; Doheny-Farina, Stephen; Ricci, Michael A

2004-01-01

Interactive videoconferencing may be an effective way for medical students on remote rotations to attend teaching sessions at the main campus. To compare medical student evaluations of lectures for those attending in person and those attending through interactive videoconferencing. Lecture evaluations were completed by medical students on University of Vermont College of Medicine clinical clerkship rotations. Students on clerkships at rural sites attended lectures using our telemedicine network. Responses from in-person and remote attendees were compared. Evaluation forms for 110 lectures were received from 648 in-person and 255 remote attendees. All evaluation items were rated "good" or "excellent" by at least 95% of in-person attendees. Over 90% of remote attendees rated nontelemedicine evaluation items, such as appropriateness of lecture topic for students, as good or excellent. Ratings of telemedicine-specific questions, such as ability to hear the lecturer, were lower. Level of satisfaction was high for most aspects of remote lecture attendance, although not quite as high as for in-person attendance. Improved technical reliability would likely increase remote attendee satisfaction. Overall, lecture attendance using videoconferencing was found to be an acceptable alternative to travel for medical students in rural clerkships.
University Faculty Teaching Activities in an Electronic Curriculum.

ERIC Educational Resources Information Center

Eisner, John; Carter, Thomas

1989-01-01

Discusses the changes in the instructional activities of university faculty members as a result of new computer-related educational technologies. Topics discussed include computer-assisted instruction; computer-managed instruction; optical discs; microcomputers; lecturing versus computer-based tutorials; videodiscs; computerized evaluative…
Comparison between Simulation-based Training and Lecture-based Education in Teaching Situation Awareness. A Randomized Controlled Study.

PubMed

Lee Chang, Alfredo; Dym, Andrew A; Venegas-Borsellino, Carla; Bangar, Maneesha; Kazzi, Massoud; Lisenenkov, Dmitry; Qadir, Nida; Keene, Adam; Eisen, Lewis Ari

2017-04-01

Situation awareness has been defined as the perception of the elements in the environment within volumes of time and space, the comprehension of their meaning, and the projection of their status in the near future. Intensivists often make time-sensitive critical decisions, and loss of situation awareness can lead to errors. It has been shown that simulation-based training is superior to lecture-based training for some critical scenarios. Because the methods of training to improve situation awareness have not been well studied in the medical field, we compared the impact of simulation vs. lecture training using the Situation Awareness Global Assessment Technique (SAGAT) score. To identify an effective method for teaching situation awareness. We randomly assigned 17 critical care fellows to simulation vs. lecture training. Training consisted of eight cases on airway management, including topics such as elevated intracranial pressure, difficult airway, arrhythmia, and shock. During the testing scenario, at random times between 4 and 6 minutes into the simulation, the scenario was frozen, and the screens were blanked. Respondents then completed the 28 questions on the SAGAT scale. Sample items were categorized as Perception, Projection, and Comprehension of the situation. Results were analyzed using SPSS Version 21. Eight fellows from the simulation group and nine from the lecture group underwent simulation testing. Sixty-four SAGAT scores were recorded for the simulation group and 48 scores were recorded for the lecture group. The mean simulation vs. lecture group SAGAT score was 64.3 ± 10.1 (SD) vs. 59.7 ± 10.8 (SD) (P = 0.02). There was also a difference in the median Perception ability between the simulation vs. lecture groups (61.1 vs. 55.5, P = 0.01). There was no difference in the median Projection and Comprehension scores between the two groups (50.0 vs. 50.0, P = 0.92, and 83.3 vs. 83.3, P = 0.27). We found a significant, albeit
Weak interactions at high energies. [Lectures, review

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ellis, J.

1978-08-01

Review lectures are presented on the phenomenological implications of the modern spontaneously broken gauge theories of the weak and electromagnetic interactions, and some observations are made about which high energy experiments probe what aspects of gauge theories. Basic quantum chromodynamics phenomenology is covered including momentum dependent effective quark distributions, the transverse momentum cutoff, search for gluons as sources of hadron jets, the status and prospects for the spectroscopy of fundamental fermions and how fermions may be used to probe aspects of the weak and electromagnetic gauge theory, studies of intermediate vector bosons, and miscellaneous possibilities suggested by gauge theories frommore » the Higgs bosons to speculations about proton decay. 187 references. (JFP)« less

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